The use of the flipped classroom as a didactic strategy has gained popularity in recent years, especially in higher education, where the goal is to improve academic performance and student motivation.
This pedagogical approach involves students studying theoretical material outside the classroom using digital resources such as videos and presentations, while class time is dedicated to practical activities, discussion, and problem-solving.
This methodology not only changes the role of the teacher, who becomes a facilitator rather than a lecturer, but also promotes more active and participatory learning for students.
The article "The Flipped Classroom as a Didactic Strategy to Build Competencies: a Systematic Review" explores how this methodology has been implemented in higher education, with a particular focus on the training of engineers.
Through a systematic review of scientific literature, the authors Valeria C. Sandobal Verón, Ma. Bianca Marín, and Teresita H. Barrios examine whether the flipped classroom methodology is effectively applied at this educational level, what tools are used, and whether these correspond to Web 3.0.
Additionally, they analyze whether the application of this methodology contributes to the development of essential competencies for engineers, such as continuous and autonomous learning, the ability to work in teams, and the skill to solve engineering problems using specialized techniques and tools.
YOU CAN READ THE FULL ARTICLE HERE
---
How to cite: Sandobal Verón, V. C., Marín, B., & Barrios, T. H. (2021). The Flipped Classroom as a Didactic Strategy to Build Competencies: a Systematic Review. RIED. Revista Iberoamericana de Educación a Distancia, 24(2), 285–308. https://doi.org/10.5944/ried.24.2.29027
