This study by Noguera, Robalino, and Ahmedi precisely analyzes the adaptability of the flipped classroom across different teaching environments, from face-to-face instruction to hybrid and online models.
Based on eight cases from the Faculty of Education Sciences at the Universitat Autònoma de Barcelona, the authors observe how this methodology, by inverting the traditional distribution of learning time and space, can sustain student satisfaction and perceived performance even under changing conditions. In a context of educational transformation accelerated by digitalization and the pandemic, the study offers a critical perspective on the real flexibility of contemporary teaching practices.
The results are as revealing as they are cautious. No significant differences were found in learning or satisfaction across the different modalities, although the more flexible ones, such as hybrid or intermittent face-to-face teaching, seem to offer better opportunities for self-regulation and academic engagement.
The findings confirm that students who perceive an effective use of technology and greater control over their own learning process develop a stronger sense of achievement, even if this does not always translate into higher grades. The research thus invites a reconsideration of how educational success is measured, emphasizing autonomy and reflection over mere numerical outcomes.
Overall, the article provides solid evidence of the flipped classroom’s versatility as a pedagogical model capable of maintaining its effectiveness across various settings. Beyond technological trends or circumstantial pressures, the study underscores the importance of coherent teaching design, supported by meaningful integration of digital tools and formative, competency-based assessment.
Its conclusion is clear: true educational flexibility does not lie in the format, but in the model’s ability to adapt without losing its pedagogical integrity or student engagement.
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How to Cite: Noguera Fructuoso, I., Robalino Guerra, P. E., & Ahmedi, S. (2023). The Flexibility of the Flipped Classroom for the Design of Mediated and Self-regulated Learning Scenarios. RIED-Revista Iberoamericana de Educación a Distancia, 26(2), 155–173. https://doi.org/10.5944/ried.26.2.36035
