<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-921X</journal-id>
<journal-title><![CDATA[Tecnura]]></journal-title>
<abbrev-journal-title><![CDATA[Tecnura]]></abbrev-journal-title>
<issn>0123-921X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Distrital Francisco José de Caldas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-921X2021000300196</article-id>
<article-id pub-id-type="doi">10.14483/22487638.16934</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Una revisión sistemática sobre aula invertida y aprendizaje colaborativo apoyados en inteligencia artificial para el aprendizaje de programación]]></article-title>
<article-title xml:lang="en"><![CDATA[A Systematic Review on Flipped Classroom and Collaborative Learning Supported in Artificial Inte lligence for Programming Learning]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hidalgo Suárez]]></surname>
<given-names><![CDATA[Carlos Giovanny]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Llanos Mosquera]]></surname>
<given-names><![CDATA[José Miguel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bucheli Guerrero]]></surname>
<given-names><![CDATA[Víctor Andrés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del Valle  ]]></institution>
<addr-line><![CDATA[Cali ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad del Valle  ]]></institution>
<addr-line><![CDATA[Cali ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad del Valle  ]]></institution>
<addr-line><![CDATA[Cali ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2021</year>
</pub-date>
<volume>25</volume>
<numero>69</numero>
<fpage>196</fpage>
<lpage>214</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-921X2021000300196&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-921X2021000300196&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-921X2021000300196&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo:  La implementación de estrategias pedagógicas como el aula invertida (AI) y el aprendizaje colaborativo (AC) han contribuido en la enseñanza de programación de computadores. En este sentido, este artículo permite identificar el estado actual de las tecnologías y herramientas basadas en aprendizaje activo y colaborativo, y cómo han apoyado el aprendizaje de la programación, y los aportes que ha generado la inteligencia artificial en este proceso.  Metodología:  Se realizó una revisión sistemática bajo la propuesta de Kitchenham para definir las preguntas de investigación, la selección de fuentes de información, el desarrollo de la revisión y el análisis de la información. En el proceso se utilizaron diferentes fuentes de datos y criterios de selección para artículos investigativos y conferencias publicadas entre 2013 y 2020.  Resultados: Se identificó el estado actual del AI y el AC, enfatizando en cómo estas estrategias apoyan el proceso de enseñanza de la programación con métodos educativos y herramientas de software. También se identificó el apoyo de la inteligencia artificial en el aprendizaje de la programación a través de diferentes aplicaciones y técnicas computacionales que integran AI y AC.  Conclusiones: Desde la aparición de las herramientas virtuales, la implementación de la inteligencia artificial se ha convertido en una prioridad para la educación virtual, potenciando la forma de entender y comprender las necesidades específicas del estudiante. Las nuevas herramientas y estrategias basadas en inteligencia artificial han contribuido con la gestión y la visualización, donde el docente puede tomar decisiones oportunas del proceso formativo y retroalimentar las actividades desarrolladas en los ambientes de aprendizaje.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Objective: Implementing pedagogical strategies such as the Flipped Classroom (FC) and Collaborative Learning (CL) have contributed to the teaching of computer programming. In this sense, this paper allows us to identify the current state-of-the-art techniques based on active and collaborative learning, and how they have supported programming learning, and the contributions that Artificial Intelligence (AI) has generated in this process.  Methodology: Supported by the Kitchenham process, a systematic review was developed, finding the research questions, selecting information sources, the information analysis and processing. Different data sources and selection criteria were used to find research articles and conferences published between 2013 and 2020.  Results: FC and CL current state was identified, emphasizing how these strategies support the teaching process of programming with educational methods and software tools. In addition, it was identified how Artificial Intelligence supports learning programming through different applications and computational techniques that integrate FC and CL.  Conclusions: The novel tools and strategies based on AI have contributed to management and visualization. The teacher can make timely decisions in the training process and provide feedback on the learning environments' activities. Since the appearance of virtual tools, the implementation of Artificial Intelligence has become a basic need for virtual education, enhancing understanding and understanding the specific needs of the student.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje colaborativo]]></kwd>
<kwd lng="es"><![CDATA[aula invertida]]></kwd>
<kwd lng="es"><![CDATA[estrategias de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[inteligencia artificial]]></kwd>
<kwd lng="es"><![CDATA[programación de computadores.]]></kwd>
<kwd lng="en"><![CDATA[collaborative learning]]></kwd>
<kwd lng="en"><![CDATA[flipped classroom]]></kwd>
<kwd lng="en"><![CDATA[learning strategies]]></kwd>
<kwd lng="en"><![CDATA[artificial intelligence]]></kwd>
<kwd lng="en"><![CDATA[computer programming.]]></kwd>
</kwd-group>
</article-meta>
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