Flipped Classroom o aula invertida: principios, fundamentos y aplicaciones en entornos de aprendizaje

Abstract

In this bibliographic and opinion review article, the teaching model known as "Flipped Classroom" or "Inverted Classroom" is analyzed from a cross-curricular approach with a predominance of text analysis and recent evidence. 

This concept has gained distinction in several educational settings in recent years due to its innovative approach to content delivery and active student engagement. This approach is based on reversing the traditional dynamics of teaching: instead of teachers giving lessons in the classroom and assigning homework, students acquire the content on their own before class and then use the time in the classroom for practical activities and discussions. 

The essential principles of the flipped classroom focus on active and personalized learning. Teachers create learning resources, such as videos, readings or written activities that students devour before class. This way of working allows students to progress at their own pace and have the opportunity to review the material as needed. Inside the classroom, teachers can focus on problem-solving, discussions, and collaborative projects, making the most of in-person interaction time. 

Finally, it can be noticed that the Flipped Classroom model represents a meaningful change in how teaching and learning are approached. By focusing on active learning, personalization, and investing time in the classroom, this approach offers opportunities to improve understanding of concepts and develop skills critical for success in the 21st century. Its versatility makes it suitable for a wide range of learning environments and educational levels, making it a valuable pedagogical strategy in contemporary education.