Flipped Classroom Technique in Higher Education: A Systematic Review

Abstract

The purpose of this article was to identify the use of learning analysis within the classroom invested in recent years in order to reach an updated state of the matter. Therefore, a sequential explanatory design was developed, characterized by a first stage, in which qualitative data are collected and examined. To comply with the foregoing, a systematic review of the scientific literature is carried out. The review process took place between October and December 2020 and January 2021. It used four electronic databases: Scopus, Pro Quest, EBSCO Host and Google Scholar, and was developed in four phases. Thus, the review carried out has a detailed analysis in terms of quality, quantity and consistency of the research results, following the structure of recommended items for systematic reviews and metadata of PRISMA. In conclusion, it is recognized that master classes should not disappear, especially in qualifications that require it, but should be complemented by active teaching strategies that promote meaningful learning of knowledge. Beyond the simple technological incorporation in the classrooms of university institutions, the fundamental debate lies in finding a true methodological renewal and an educational transformation that allows us to live up to the circumstances of today’s society. Thus, the FC is considered a dynamic, flexible and adaptable educational resource, which requires compliance with general guidelines.