Descripción

Higher education is constantly changing. The ways in which students acquire knowledge are becoming increasingly diverse due to the constant use of information and communication technologies. On the other hand, the pedagogical techniques used by teachers in the teaching process are also changing; one of them is based on the development of students’ self-learning and self-management. This study is derived from the new educational didactics that are present inside and outside the classroom and how students can be involved in the teaching process. The objective of this article is to show the active role they play in their learning by developing audiovisual content that helps them reinforce their knowledge, based on faculty mentoring. The analysis had a quantitative methodology; a ten-item questionnaire was administered to one hundred students from different academic programs at the undergraduate level. The results show that the subjects of the study deepen their knowledge through the video materials they develop; in addition, they create more flexible connections by the use of platforms and devices that they use every day; in fact, they have a playful use and not only for entertainment. In conclusion, encouraging students to create their own audiovisual content strengthens the learning technique known as the inverted classroom and, of course, reinforces educational innovation.