Advancing Scientific Knowledge: State of the Art of Inverted Teaching

Abstract

This study reviews the state of the art of inverted teaching, employing, as lines of discussion, the theories, instructional designs and models which are being used. This review was undertaken with the method of content analysis, with the support of summary sheets, commentaries and opinion. The findings indicate that the instructive design of the model is of more benefit to students with a weak performance and that the configuration of the prior preparation has a significant influence on the processes which occur in the classroom. It finds gaps in the subject, like a scarcity of longitudinal studies and studies on the level of the institution, and also of a differentiated and adaptive instructional design.