El aula invertida en el aprendizaje de los estudiantes: revisión sistemática

Translated title of the contribution: The flipped classroom in student learning: a systematic review

Silvia Ysela Cabrera Larreategui, Emérita Mercedes Rojas Yalta, Oscar López Regalado, Domel Montenegro Torres

Research output: Contribution to journalArticlepeer-review

2 Scopus citations


In the educational field, videos are used as a didactic resource to generate learning; the objective of the article was to analyze the impact of the scientific production about the use of the flipped classroom model on student learning between 2018 - 2021. This is a systematic bibliometric review, using Boolean operators and the prism diagram. The sample was 22 articles published in journals indexed to Scopus, ESBCO, Academic OneFile and ERIC. Based on the results, it can be stated that both men and women publish publications in the same proportion; 2020 and 2019 are the years with the most publications; the descriptive and quasi-experimental designs, on the quantitative approach, were more frequently used. Spain is the country that takes the lead in publication. Finally, it is concluded that the flipped classroom positively influences on student learning and its implementation will depend on the degree of motivation and commitment assumed by those involved.

Translated title of the contributionThe flipped classroom in student learning: a systematic review
Original languageSpanish
Pages (from-to)152-167
Number of pages16
Issue number77
StatePublished - 1 Sep 2021
Externally publishedYes

Bibliographical note

Publisher Copyright:
© GTE-Educational Technology Group, University of the Balearic Islands. All Rights Reserved.


Dive into the research topics of 'The flipped classroom in student learning: a systematic review'. Together they form a unique fingerprint.

Cite this