Flipped Learning e design instrucional no ensino superior: uma revisão sistemática qualitativa
DOI:
https://doi.org/10.7346/-fei-XXIII-02-25_16Palavras-chave:
Sala de aula invertida, Flipped learning, Ensino superior, Revisão sistemática qualitativa, Design instrucional universitárioResumo
O artigo apresenta uma revisão sistemática qualitativa sobre as especificidades de design e processo da metodologia de ensino flipped learning no contexto universitário, com foco nos efeitos sobre a aprendizagem, a autonomia dos estudantes e os elementos críticos percebidos por docentes e discentes durante sua implementação. A pesquisa foi realizada em três bases de dados (ERIC, Scopus e Web of Science), resultando em uma seleção inicial de 2307 artigos publicados entre 2019 e 2024; aplicando critérios de inclusão e exclusão e adotando o protocolo PRISMA, foram selecionados 9 artigos que compõem a síntese. Os resultados confirmam que a adoção da metodologia flipped exige dos docentes um elevado nível de profissionalismo, especialmente no que diz respeito ao design instrucional dos conteúdos. A implementação do modelo tem impacto positivo na motivação, autonomia e desempenho dos estudantes; entretanto, foram identificados pontos críticos relacionados à intensa carga cognitiva e ao comprometimento de tempo por parte de professores e estudantes.
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