Articles producció científica> Pedagogia

Flipped Learning in Higher Education: A Scoping Review of Implementation

  • Datos identificativos

    Identificador: imarina:9327716
    Handle: http://hdl.handle.net/20.500.11797/imarina9327716
  • Autores:

    Quinde-Herrera K
    Pinos-Vélez V
    Esteve-González V
    Valls-Bautista C
  • Otros:

    Autor según el artículo: Quinde-Herrera K; Pinos-Vélez V; Esteve-González V; Valls-Bautista C
    Departamento: Pedagogia
    Autor/es de la URV: Esteve Gonzalez, Vanessa
    Palabras clave: Scoping review Higher education Flipped learning
    Resumen: This study consists of a scoping review of the existing literature on the implementation of the Flipped Learning (FL) model in the university environment. Eighteen studies published between 2014 and 2020 were selected, of which 77.8% were scientific articles. The range of the mean ages of the participants in the FL courses was from 21 to 30 years. The objectives of this review were to analyze the activities carried out before, during and after the class, the advantages and disadvantages of the application of the model, and the technological tools used in the teaching practice. The study found that watching videos (83.33%) and completing tests and lessons (50%) were the main activities before class, while group work was frequent during (72.22%) and after class (16.67%). The most reported advantages of the FL model included increased student participation, motivation, and satisfaction (42.11%). The most commonly used technological tool was the learning management system (e.g. Moodle, 20%). The results of this review aim to provide recommendations for teachers interested in implementing the FL model in their classes and for researchers focusing on the implementation of the model in university education.
    Áreas temáticas: Revistas de ciencias de la educación Pedagogical & educational research Education Educación Educació Computer science applications Ciencias de la educación
    Acceso a la licencia de uso: https://creativecommons.org/licenses/by/3.0/es/
    Direcció de correo del autor: vanessa.esteve@urv.cat
    Identificador del autor: 0000-0001-5909-1099
    Fecha de alta del registro: 2023-09-02
    Versión del articulo depositado: info:eu-repo/semantics/publishedVersion
    Enlace a la fuente original: https://www.edutec.es/revista/index.php/edutec-e/article/view/2785
    Referencia al articulo segun fuente origial: Edutec-E. Revista Electrónica De Tecnología Educativa. 84 18-34
    Referencia de l'ítem segons les normes APA: Quinde-Herrera K; Pinos-Vélez V; Esteve-González V; Valls-Bautista C (2023). Flipped Learning in Higher Education: A Scoping Review of Implementation. Edutec-E. Revista Electrónica De Tecnología Educativa, 84(), 18-34. DOI: 10.21556/edutec.2023.84.2785
    URL Documento de licencia: http://repositori.urv.cat/ca/proteccio-de-dades/
    DOI del artículo: 10.21556/edutec.2023.84.2785
    Entidad: Universitat Rovira i Virgili
    Año de publicación de la revista: 2023
    Tipo de publicación: Journal Publications
  • Palabras clave:

    Flipped learning, higher education, scoping review
    Scoping review
    Higher education
    Flipped learning
    Revistas de ciencias de la educación
    Pedagogical & educational research
    Education
    Educación
    Educació
    Computer science applications
    Ciencias de la educación
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