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- Title
Effectiveness of the flipped classroom methodology in higher education. A systematic review.
- Authors
Bosch-Farré, Cristina; Cicres, Jordi; Patiño-Masó, Josefina; Morera Basuldo, Pilar; Toran-Monserrat, Pere; Lladó Martínez, Albert; Malagón-Aguilera, María del Carmen
- Abstract
The flipped classroom (FC) is a methodological approach that reverses the traditional way of teaching by putting the active focus on the student. It is a dynamic methodology in which the teacher facilitates the students' learning in the classroom by providing adequate material for the prior preparation of the classes and accompanying them in the deepening of the contents and the resolution of situations or problems related to the subject of study. For this reason, it is considered an innovative teaching methodology. The general objective of this paper is to analyse the scientific evidence of the effectiveness of FC at the university level. Following the PRISMA recommendations, a systematic review of the literature published in the Web of Science, Scopus and ERIC databases between 2016 and 2022 was carried out, analysing a total of 27 experimental or quasi-experimental studies that met the defined selection criteria. Descriptive and design variables, the efficacy, the opinion of the students and the conditioning factors that affect the efficacy of FC were assessed and analysed. The results show a higher number of publications in Asia and North and South America and in the fields of science and education. Eighty-seven percent of the articles study the undergraduate level and more than 81% use a control group in their study design. The evidence shows the effectiveness of the application of FC in terms of the academic results of students in different degree courses, as well as in the acquisition of skills considered transversal in the university environment. Student satisfaction with the methodology is good and improvements in its effectiveness are related to aspects that depend on the students themselves, the teachers and the university.
- Subjects
SOUTH America; ASIA; EDUCATION methodology; FLIPPED classrooms; TEACHING models; TEACHERS; COLLEGE curriculum; DATABASES; BUSINESS databases; HIGHER education; PUBLICATIONS; TEACHING methods
- Publication
Educación XX1, 2024, Vol 27, Issue 1, p19
- ISSN
1139-613X
- Publication type
Article
- DOI
10.5944/educxx1.35773