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The traditional way of promoting learning outcomes in the law course represents a challenge for teachers when taking the academic activity to virtuality. The research sought to understand the teaching experience in the implementation of the flipped classroom in virtual environments in the Law course. A qualitative methodology was used, and the individual semi-structured interview technique was chosen. The teachers stated that the use and management of technological tools applied to virtual education in the law career was scarce, so they presented difficulties when implementing the flipped classroom in virtual environments. The teaching experience is understood taking into consideration their own experience of training as lawyers, where the teacher is the one who directs and guides much of the training process so that implementing teaching strategies in a virtual learning environment becomes complex since success depends on several factors, including student motivation, teacher familiarity with the strategy, and the teacher’s ability to adapt and innovate in their teaching methods. It is expected that this research will contribute to curricular innovation in the law career.
Este obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional.
