Flipped Learning in Higher Education: A Scoping Review of Implementation

Authors

DOI:

https://doi.org/10.21556/edutec.2023.84.2785

Keywords:

Aprendizaje invertido, educación superior, revisión de alcance

Abstract

The flipped learning (FL) model is used in universities because it allows the incorporation of active methodologies in the learning process. When applying this model, it is important to consider in the planning, the elements that contribute to the fulfillment of the learning goals. In this sense, this scope review seeks to determine the key factors in the implementation of the FL model in university classes. For this, the following were analyzed: i) the activities carried out before, during and after the class; ii) the advantages and disadvantages of applying the model; and iii) the technological tools used in teaching practice. From the analysis, it was concluded that it is essential that during the pre-class the students study the videos and participate during the class, monitoring and feedback being essential at the end of the class. A main factor to consider is the planning of the learning environment. The results of this study are a useful guide for the teacher who wishes to apply the FL and for the researcher who is interested in focusing on the areas less treated in this model, such as the work of the teacher in the implementation of the FL.

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Author Biographies

Karina Quinde-Herrera, Universitat Rovira i Virgili (Spain), Universidad de Cuenca (Ecuador)

Miembro del Grupo de Investigación Applied Research Group in Education and Technology (ARGET) de la Universidad Rovira i Virgili (URV). Es miembro de la Universidad de Cuenca (UC) donde ha participado en proyectos de investigación en diferentes campos del conocimiento, especialmente el de la salud. Máster en Tecnología Educativa, e-Learning y Gestión del Conocimiento por la URV, doctoranda en el programa de Tecnología Educativa de la misma universidad. Recibió el Diploma Superior en Formulación y Evaluación de Proyectos de Investigación y el Diploma Superior en Docencia Universitaria, ambos por la Universidad de Cuenca, Ecuador.

Verónica Pinos-Vélez, University of Cuenca (Ecuador)

Recibió el título de Licenciada en Ciencias de la Educación con mención en Física y Matemática por la UPTL, Ecuador y el Título de Ingeniería Química por la Universidad de Cuenca. Recibió el Máster en Gestión Tecnológica por la Universidad de Cuenca y un máster en bioestadística y bioinformática por la UOC y la UB y el Doctorado en Ingeniería Química, Ambiental y de Procesos por la Universitat Rovira i Virgili, España. Es miembro de la Universidad de Cuenca desde el 2009 dónde investiga y enseña en diferentes áreas.

Vanessa Esteve-González, Universitat Rovira i Virgili (Spain)

Doctora en Tecnología Educativa, máster en Tecnología Educativa: e-Learning y Gestión del Conocimiento e Ingeniera técnica en Informática de Gestión por la Universidad Rovira i Virgili (URV). Es investigadora y técnica del grupo Applied Research Group in Education and Technology (ARGET, ref. 2017SGR1682) y profesora asociada del departamento de Pedagogía de la URV. Las principales líneas temáticas de investigación en las que trabaja son la competencia digital, los entornos virtuales de aprendizaje 3D, robótica educativa y educación STEAM.

Cristina Valls-Bautista, Universitat Rovira i Virgili (Spain)

Licenciada en Biología y CAP en Biología. Doctora en Biología. Profesora visitante en el área de didáctica de las ciencias experimentales en la Facultad de Ciencias de la Educación y Psicología (FCEP) de la URV e investigadora del grupo Applied Research Group in Education and Technology (ARGET). Ha participado en dos proyectos ARMIF sobre la investigación en la mejora y la innovación en la formación de maestros. También ha dirigido proyectos de innovación docente cuyo objetivo es desarrollar proyectos educativos en escuelas de primaria.

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Published

30-06-2023

How to Cite

Quinde-Herrera, K., Pinos-Vélez, V. ., Esteve-González, V. ., & Valls-Bautista, C. . (2023). Flipped Learning in Higher Education: A Scoping Review of Implementation . Edutec, Revista Electrónica De Tecnología Educativa, (84), 18–34. https://doi.org/10.21556/edutec.2023.84.2785

Issue

No. 84 (2023): Edutec Issue 84- June 2023

Section

Journal articles

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