Global Evidence on Flipped Learning in Higher Education

Abstract

The teaching dynamic has positioned flipped learning as a pedagogical model, a methodology that helps teachers prioritize active learning during class time by assigning students reading materials and presentations to view at home or outside of class. The objective was to determine the original stages, expansion and current situation of the flipped learning methodology. A bibliometric analysis of 654 documents was carried out. The results reveal that scientific productivity follows an increasing linear trend, with the main categories being Social Sciences and Computer Science. The lines of research developed in this period related to learning, online learning, teaching, distance education, higher education and educational innovation were identified. It was found that the research topic has a growing and dynamic interest in scientific activity at the international level. The analysis documented a rapidly growing knowledge base, primarily written by scholars located in developed societies. This study supposes an analysis of the scientific production and of the actors who stimulate the investigation, as well as the identification of the lines of investigation.