Flipped Learning y diseño didáctico en contextos universitarios: una revisión sistemática cualitativa
DOI:
https://doi.org/10.7346/-fei-XXIII-02-25_16Palabras clave:
Aula invertida, Flipped learning, Educación superior, Revisión sistemática cualitativa, Diseño didáctico universitarioResumen
Este artículo presenta una revisión sistemática cualitativa sobre las características de diseño y proceso de la metodología de enseñanza flipped learning en el ámbito universitario, con especial atención a los efectos en el aprendizaje, la autonomía del alumnado y los elementos críticos detectados por docentes y estudiantes durante su implementación. La investigación se llevó a cabo en tres bases de datos (ERIC, Scopus y Web of Science), obteniendo una selección inicial de 2307 artículos publicados entre 2019 y 2024; mediante la aplicación de criterios de inclusión y exclusión y la adopción del protocolo PRISMA, se seleccionaron 9 artículos que constituyen el objeto de análisis. Los resultados confirman que la adopción de la metodología flipped exige al profesorado un alto nivel de profesionalidad, especialmente en lo relativo al diseño didáctico de los contenidos. La implementación del enfoque flipped tiene una influencia positiva en la motivación, la autonomía y el rendimiento del alumnado; no obstante, se identifican elementos críticos relacionados con la elevada carga cognitiva y el compromiso temporal que requiere tanto al profesorado como al estudiantado.
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