Abstract
The flipped classroom as an educational model is perfectly aligned with the current demands of higher education. Therefore, the objectives of this article were to carry out a bibliometric analysis of the scientific production of the flipped classroom in higher education (2012-2020) and to propose a framework for its implementation in face-to-face, blended or online learning modalities. The records were recovered from the Web of Science Core Collection and Scopus, from which, after a five-phase methodological process, a consolidated dataset of 782 documents was obtained. The results showed the importance of the subject matter as scientific production reflected a continuous growth during the period of study. For their part, the most productive authors come from various institutions worldwide with an H index of over 50. The collaboration indicators show the growth trend of these indexes over the years, which reflects the capacity to generate national and international impact in the documents published in collaboration. The keywords co-occurrence analysis showed that the flipped classroom as a technological and innovative approach is complemented by active learning, blended learning, e-learning, ICT, teaching method, among others. Finally, a framework with five components was proposed as a basic guide for the implementation of the flipped classroom in higher education.
Highlights
Active learning has its axis in pedagogy centered on the activity of the student and his or her involvement in the process of teaching and learning [1]
This chapter ends with the proposal of a framework for applying the flipped classroom (FC) in higher education
The purposes of this research were achieved which were to conduct a bibliometric analysis of FC in higher education and to propose a framework for implementing the FC
Summary
Active learning has its axis in pedagogy centered on the activity of the student and his or her involvement in the process of teaching and learning [1]. Active learning pedagogies have continued to evolve, and new methods have been developed with innovative ways of restructuring learning sessions, such as flipped classroom and gamification In 2007, in Colorado, USA, Jonathan Bergmann and Aaron Sams, chemistry teachers, systematically shaped the use of the flipped classroom (FC) and are considered the founders of this pedagogical model. The FC as a pedagogical model requires the commitment and active participation of students in learning activities both before and in the classroom, all with the contribution of information and communication technologies [7]–[9]
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