Aula invertida como estrategia de aprendizaje de estudiantes universitarios: una revisión sistemática
DOI:
https://doi.org/10.5281/zenodo.18233137Palabras clave:
aula invertida, aprendizaje universitario, educación superiorResumen
El modelo de aula invertida ha ganado relevancia en la educación superior como estrategia pedagógica que promueve el aprendizaje activo y autónomo en estudiantes universitarios. De allí que, este estudio analizó sus implicancias para mejorar el aprendizaje en contextos universitarios mediante una revisión sistemática, guiada por los lineamientos PRISMA. La búsqueda se realizó en Scopus y SciELO con los descriptores “aula invertida”, “aprendizaje” y “flipped learning”, combinados mediante el operador booleano AND. Se incluyeron artículos científicos publicados entre 2020 y 2025, aplicando criterios de inclusión y exclusión predefinidos. De los estudios identificados, 21 cumplieron los criterios de elegibilidad y fueron analizados. Los resultados muestran que el aula invertida mejora el rendimiento académico, incrementa la motivación y participación activa de los estudiantes, y fomenta el aprendizaje autorregulado y la satisfacción académica. En conclusión, se posiciona como una estrategia eficaz e innovadora para optimizar los procesos de enseñanza-aprendizaje en la educación superior, especialmente al integrarse con metodologías activas y tecnologías educativas.
Descargas
Referencias
Adhami, N., & Taghizadeh, M. (2024). Integrating inquiry-based learning and computer supported collaborative learning into flipped classroom: effects on academic writing performance and perceptions of students of railway engineering. Computer Assisted Language Learning, 37(3), 1–25. https://doi.org/10.1080/09588221.2022.2046107
Aghaei, K., Rajabi, M., Lie, K., & Ajam, F. (2020). Flipped learning as situated practice: A contrastive narrative inquiry in an EFL classroom. Education and Information Technologies, 25(3), 1607–1623. https://link.springer.com/article/10.1007/s10639-019-10039-9
Alyoussef, I. Y. (2022). Acceptance of a flipped classroom to improve university students’ learning: An empirical study on the TAM model and the Unified Theory of Acceptance and Use of Technology (UTAUT). Heliyon, 8(12), e12529. https://doi.org/10.1016/j.heliyon.2022.e12529
Astleitner, H. (2018). Multidimensional engagement in learning: An integrated instructional design. Journal of Instructional Research, 7, 6–32. https://files.eric.ed.gov/fulltext/EJ1188334.pdf
Baig, M., & Yadegaridehkordi, E. (2023). Flipped classroom in higher education: A systematic literature review and research challenges. International Journal of Educational Technology in Higher Education, 20(61), 1–27. https://doi.org/10.1186/s41239-023-00430-5
Barahona, C., Nussbaum, M., Espinosa, P., Meneses, A., Alario-Hoyos, C., & Pérez-Sanagustín, M. (2022). Transforming the learning experience in pre-service teacher training using the flipped classroom. Technology, Pedagogy and Education, 31(3), 261–274. https://doi.org/10.1080/1475939X.2022.2041476
Bashir, S., & Hamid, I. (2021). Pharmacy students’ perception of learning and engagement in a flipped classroom of a physiology course. Innovations in Education and Teaching International, 59(4), 453–461. https://doi.org/10.1080/14703297.2020.1871395
Chen, H-R., & Hsu, W-C. (2022). Do flipped learning and adaptive instruction improve student learning outcome? A case study of a computer programming course in Taiwan. Frontiers in Psychology, 13, 768183. https://doi.org/10.3389/fpsyg.2021.768183
Chicaiza, M. (2023). Modelo de aula invertida para el aprendizaje del vocabulario en inglés. Mendive. Revista de Educación, 21(1). http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S1815-76962023000100004
Codina, L. (2018). Revisiones sistematizadas en ciencias humanas y sociales: Fundamentos y pautas. Universitat Pompeu Fabra.
Colomo-Magaña, E., Soto-Varela, R., Ruiz-Palmero, J., & Gómez-García, M. (2020). University students’ perception of the usefulness of the flipped classroom methodology. Education Sciences, 10(10), 275. https://doi.org/10.3390/educsci10100275
Divjak, B., Rienties, B., Iniesto, F., Vondra, P., & Žižak, M. (2022). Flipped classrooms in higher education during the COVID-19 pandemic: Findings and future research recommendations. International Journal of Educational Technology in Higher Education, 19(1), 1–24. https://doi.org/10.1186/s41239-021-00316-4
Donato Vega, E. (2023). Niveles de satisfacción en la implementación de la clase invertida a través de educación virtual. Horizontes. Revista de Investigación en Ciencias de la Educación, 7(28), 809–822. https://doi.org/10.33996/revistahorizontes.v7i28.556
Faro, M., Gutu, T., & Hunde, A. (2024). Improving student engagement with a flipped classroom instruction model in Ethiopian higher education institutions: The case of Mattu University. PLOS ONE, 19(10), e0307382. https://doi.org/10.1371/journal.pone.0307382
Ferreras Fernández, T. (2016). Visibilidad e impacto de la literatura gris científica en repositorios institucionales de acceso abierto. Estudio de caso bibliométrico del repositorio Gredos de la Universidad de Salamanca [Tesis doctoral, Universidad de Salamanca]. GREDOS. Repositorio Institucional de la Universidad de Salamanca. https://gredos.usal.es/handle/10366/132444
Gondal, S. A., Khan, A. Q., Cheema, E. U., & Dehele, I. S. (2024). Impact of the flipped classroom on students’ academic performance and satisfaction in pharmacy education. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2378246
Güler, M., Kokoç, M., & Önder-Bütüner, S. (2023). Does a flipped classroom model work in mathematics education? A meta-analysis. Education and Information Technologies, 28(1), 57–79. https://doi.org/10.1007/s10639-022-11143-z
Hernández-Sampieri, R., Fernández-Collado, C., & Baptista-Lucio, P. (2018). Metodología de la investigación (6a ed.). McGraw-Hill Education.
Huang, A. Y., Lu, O. H., & Yang, S. J. (2023). Effects of artificial intelligence-enabled personalized recommendations on learners’ engagement and outcomes in a flipped classroom. Computers & Education, 194, 104684. https://doi.org/10.1016/j.compedu.2022.104684
Hwang, G-H. (2024). Impacts of backgrounds on students’ self-regulated learning in a flipped classroom setting. Interactive Learning Environments, 33(3), 2422–2439. https://doi.org/10.1080/10494820.2024.2409414
Karaoğlan, F. (2021). An investigation into the role of course satisfaction on students’ engagement and motivation in a mobile‐assisted learning management system flipped classroom. Technology, Pedagogy and Education, 31(1), 15–34. https://doi.org/10.1080/1475939X.2021.1940257
Khlaisang, J., Teo, T., & Huang, F. (2021). Acceptance of a flipped smart application for learning among Thai university students. Interactive Learning Environments, 29(5), 772–789. https://doi.org/10.1080/10494820.2019.1612447
Kuo, Y. C., Lin, Y. H., Wang, T. H., Lin, H. C. K., Chen, J. I., & Huang, Y. M. (2022). Student learning effect using flipped classroom with WPSA learning mode - An Example of Programming Design Course. Innovations in Education and Teaching International, 60(6), 824–835. https://doi.org/10.1080/14703297.2022.2086150
Latorre-Cosculluela, C., Suárez, C., Quiroga, S., Anzano-Oto, S., Lira-Rodríguez, E., & Salamanca-Villate, A. (2021). Facilitating self-efficacy in university students: an interactive approach with Flipped Classroom. Higher Education Research & Development, 41(5), 1603–1617. https://doi.org/10.1080/07294360.2021.1937067
Naing, C., Whittaker, M., Aung, H., Chellappan, D., & Riegelman, A. (2023). The effects of flipped classrooms to improve learning outcomes in undergraduate health professional education: A systematic review. Campbell Systematic Reviews, 19(3), e1339. https://doi.org/10.1002/cl2.1339
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., & Moher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
Sharma, P. (2018). Flipped classroom: A constructivist approach. International Journal of Research in Engineering, IT and Social Sciences, 8(8), 164–169. https://www.indusedu.org/pdfs/IJREISS/IJREISS_2139_41011.pdf
Strelan, P., Osborn, A., & Palmer, E. (2020). The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels. Educational Research Review, 30, 100314. https://doi.org/10.1016/j.edurev.2020.100314
Tramullas, J. (2020). Temas y métodos de investigación en Ciencia de la Información, 2000-2019. Revisión bibliográfica. Profesional de la Información, 29(4), e290417. https://revista.profesionaldelainformacion.com/index.php/EPI/article/download/77328/60871/268846
Xiao, L., Larkins, R., & Meng, L. (2018). Track effect: Unraveling the enhancement of college students’ autonomous learning by using a flipped classroom approach. Innovations in Education and Teaching International, 55(5), 1–12. https://doi.org/10.1080/14703297.2017.1415815
Yalcinkaya Gokdogan, B., Busra Coruk, R., Benzaghta, M., & Kara, A. (2023). A hybrid-flipped classroom approach: students’ perception and performance assessment. Ingeniería e investigación, 43(3), e98094. https://repositori.upf.edu/items/2b0393dc-eff0-4d23-8bc0-2764bb80e570#page=1
Yıldız, E., Doğan, U., Özbay, Ö., & Seferoğlu, S. S. (2022). Flipped classroom in higher education: An investigation of instructor perceptions through the lens of TPACK. Education and Information Technologies, 27(8), 10757–10783. https://doi.org/10.1007/s10639-022-11059-8
Zhong, L. (2024). Towards the pivotal factors for the influence of flipped classroom on students’ self-regulated learning and EFL speaking competence. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2351733
Descargas
Publicado
Número
Sección
Licencia
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
La revista se acoge a la licencia Licencia Atribución (CC BY), permitiendo la posibilidad de copiar, distribuir, exhibir, y producir obras derivadas, siempre y cuando se reconozca y cite al autor.
