Produção científica de aprendizagem invertida e sala de aula invertida em Web of Science

Autores

DOI:

https://doi.org/10.35699/1983-3652.2021.26266

Palavras-chave:

Estudo bibliométrico, Aprendizagem invertida, Sala de aula invertida, Análise de co-palavras, Banco de dados da Web of Science

Resumo

O objetivo deste estudo é conhecer a produção científica dos termos flipped learning (aprendizagem investida) e flipped classroom (sala de aula invertida) na literatura especializada, determinando sua evolução conceitual, os temas mais relevantes e os autores mais prolíficos. Foi realizado um estudo bibliométrico apoiado por uma análise estrutural e dinâmica de co-palavras. Ambos os termos foram analisados na Web of Science, relatando 2.968 documentos e observando uma produção muito maior na sala de aula invertida. Apesar de ambas as terminologias serem frequentemente utilizadas como sinônimos, na comunidade científica elas se diferenciam, observando diferentes tendências e campos de estudo de acordo com o conceito. Os resultados podem promover a busca por um consenso terminológico que delimite claramente a área de abrangência de cada conceito.

 

 

Downloads

Não há dados estatísticos.

Biografia do Autor

Jesús López-Belmonte, Universidad de Granada

Doctor en ciencias de la Educación

Referências

ABEYSEKERA, Lakmal y DAWSON, Phillip. Motivation and cognitive load in the flipped classroom:

definition, rationale and a call for research. Higher Education Research & Development, v. 34, n. 1, p. 1-14, ene. 2015. DOI: 10.1080/07294360.2014.934336. Disponible en: http://www.tandfonline.com/doi/abs/10.1080/07294360.2014.934336. Acceso en: 5 mar. 2021.

AHMED, Hanaa Ouda Khadri. Flipped learning as a new educational paradigm: an analytical critical study. European Scientific Journal, ESJ, v. 12, n. 10, p. 417-417, abr. 2016. DOI: 10.19044/esj.2016.v12n10p417. Disponible en: https://eujournal.org/index.php/esj/article/view/7335. Acceso en: 5 mar. 2021.

AWIDI, Isaiah T. y PAYNTER, Mark. The impact of a flipped classroom approach on student learning experience. Computers & Education, v. 128, p. 269-283, ene. 2019. ISSN 03601315. DOI:

1016/j.compedu.2018.09.013. Disponible en: https://linkinghub.elsevier.com/retrieve/pii/S0360131518302495. Acceso en: 5 mar. 2021.

BÁEZ PÉREZ, Carmen Inés y CLUNIE BEAUFOND, Clifton Eduardo. Una mirada a la Educación Ubicua. RIED. Revista Iberoamericana de Educación a Distancia, v. 22, n. 1, pág. 325, ene. 2019. DOI: 10.5944/ried.22.1.22422. Disponible en: http://revistas.uned.es/index.php/ried/article/view/22422. Acceso en: 5 mar. 2021.

BAUER-RAMAZANI, Christine y col. Flipped Learning in TESOL: Definitions, Approaches, and Implementation. TESOL Journal, v. 7, n. 2, p. 429-437, jun. 2016. DOI: 10.1002/tesj.250. Disponible en: http://doi.wiley.com/10.1002/tesj.250. Acceso en: 5 mar. 2021.

BERGMANN, Jonathan y SAMS, Aaron. Flip your classroom: reach every student in every class every day. Eugene, Or: International Society for Technology in Education, 2012.

BLAIR, Erik; MAHARAJ, Chris y PRIMUS, Simone. Performance and perception in the flipped classroom. Education and Information Technologies, v. 21, n. 6, p. 1465-1482, nov. 2016. DOI: 10.1007/s10639-015-9393-5. Disponible en: http://link.springer.com/10.1007/s10639-015-9393-5. Acceso en: 5 mar. 2021.

BLAU, Ina y SHAMIR-INBAL, Tamar. Re-designed flipped learning model in an academic course: The role of co-creation and co-regulation. Computers & Education, v. 115, p. 69-81, dic. 2017. DOI: 10.1016/j.compedu.2017.07.014. Disponible en: https://linkinghub.elsevier.com/retrieve/pii/S036013151730177X. Acceso en: 5 mar. 2021.

BOELENS, Ruth; VOET, Michiel y DE WEVER, Bram. The design of blended learning in response to student diversity in higher education: Instructors’ views and use of differentiated instruction in blended learning. Computers & Education, v. 120, p. 197-212, mayo 2018. DOI: 10.1016/j.compedu.2018.02.009.

Disponible en: https://linkinghub.elsevier.com/retrieve/pii/S0360131518300423. Acceso en: 5 mar. 2021.

BOGNAR, Branko; SABLIĆ, Marija y ŠKUGOR, Alma. Flipped Learning and Online Discussion in Higher Education Teaching. In: DANIELA, Linda (Ed.). Didactics of Smart Pedagogy. Cham: Springer International Publishing, 2019. p. 371-392. DOI: 10.1007/978-3-030-01551-0_19. Disponible en: http://link.springer.com/10.1007/978-3-030-01551-0_19. Acceso en: 5 mar. 2021.

BORAO MORENO, Laura y PALAU MARTÍN, Ramon Félix. Análisis de la implementación de Flipped Classroom en las asignaturas instrumentales de 4o Educación Secundaria Obligatoria. Edutec. Revista Electrónica de Tecnología Educativa, n. 55, mar. 2016. DOI: 10.21556/edutec.2016.55.733. Disponible en: http://www.edutec.es/revista/index.php/edutec-e/article/view/733. Acceso en: 5 mar. 2021.

BRAVO, Isabel del Arco; ALARCIA, Óscar Flores y GARCÍA, Patricia Silva. El desarrollo del modelo flipped classroom en la universidad: impacto de su implementación desde la voz del estudiantado. Revista de Investigación Educativa, v. 37, n. 2, p. 451-469, jun. 2019. DOI: 10.6018/rie.37.2.327831. Disponible en: https://revistas.um.es/rie/article/view/327831. Acceso en: 5 mar. 2021.

CABI, Emine. The Impact of the Flipped Classroom Model on Students’ Academic Achievement. The International Review of Research in Open and Distributed Learning, v. 19, n. 3, jul. 2018. DOI: 10.19173/irrodl.v19i3.3482. Disponible en: http://www.irrodl.org/index.php/irrodl/article/view/3482. Acceso en: 5 mar. 2021.

CASTELLANOS SÁNCHEZ, Almudena; SÁNCHEZ ROMERO, Cristina y CALDERERO HERNÁNDEZ, José Fernando. Nuevos modelos tecnopedagógicos. Competencia digital de los alumnos universitarios. Revista Electrónica de Investigación Educativa, v. 19, n. 1, pág. 1, ene. 2017. DOI: 10.24320/redie.2017.19.1.1148. Disponible en: http://redie.uabc.mx/redie/article/view/1148. Acceso en: 5 mar. 2021.

CHEN, Chun-Kuei; HUANG, Neng-Tang Norman y HWANG, Gwo-Jen. Findings and implications of flipped science learning research: A review of journal publications. Interactive Learning Environments, p. 1-18, nov. 2019. DOI: 10.1080/10494820.2019.1690528. Disponible en: https://www.tandfonline.com/doi/full/10.1080/10494820.2019.1690528. Acceso en: 5 mar. 2021.

CHEN, Yunglung; WANG, Yuping y col. Is FLIP enough? Or should we use the FLIPPED model instead? Computers & Education, v. 79, p. 16-27, oct. 2014. ISSN 03601315. DOI: 10.1016/j.compedu.2014.07.004. Disponible en: https://linkinghub.elsevier.com/retrieve/pii/S0360131514001559. Acceso en: 5 mar. 2021.

CHYR, Wen-Li y col. Exploring the Effects of Online Academic HelpSeeking and Flipped Learning on Improving Students’ Learning. Educational Technology & Society, v. 20, n. 3, p. 11-23, 2017. Disponible en: https://pdfs.semanticscholar.org/9431/67d5104f67c9ce4361e07332ef784a3c27a2.pdf.

COBO, M.J. y col. Science mapping software tools: Review, analysis, and cooperative study among tools. Journal of the American Society for Information Science and Technology, v. 62, n. 7, p. 1382-1402, jul. 2011. DOI: 10.1002/asi.21525. Disponible en: http://doi.wiley.com/10.1002/asi.21525. Acceso en: 5 mar. 2021.

DELOZIER, Sarah J. y RHODES, Matthew G. Flipped Classrooms: a Review of Key Ideas and Recommendations for Practice. Educational Psychology Review, v. 29, n. 1, p. 141-151, mar. 2017. DOI: 10.1007/s10648-015-9356-9. Disponible en: https://doi.org/10.1007/s10648-015-9356-9. Acceso en: 5 mar. 2021.

EL MIEDANY, Yasser. Flipped Learning. In: RHEUMATOLOGY Teaching. Cham: Springer International Publishing, 2019. p. 285-303. DOI: 10.1007/978-3-319-98213-7_15. Disponible en: http://link.springer.com/10.1007/978-3-319-98213-7_15. Acceso en: 5 mar. 2021.

FISHER, Rosemary y col. Flipped learning, flipped satisfaction, getting the balance right. Teaching & Learning Inquiry, v. 5, n. 2, pág. 114, sep. 2017. DOI: 10.20343/teachlearninqu.5.2.9. Disponible en: https://journalhosting.ucalgary.ca/index.php/tli/article/view/57358. Acceso en: 5 mar. 2021.

FROEHLICH, Dominik Emanuel. Non-Technological Learning Environments in a Technological World: Flipping Comes To The Aid. Journal of New Approaches in Educational Research, v. 7, n. 2, p. 88-92, jul. 2018. DOI: 10.7821/naer.2018.7.304. Disponible en: https://naerjournal.ua.es/article/view/v7n2-2. Acceso en: 5 mar. 2021.

HE, Wenliang y col. The effects of flipped instruction on out-of-class study time, exam performance, and student perceptions. Learning and Instruction, v. 45, p. 61-71, oct. 2016. DOI:

1016/j.learninstruc.2016.07.001. Disponible en: https://linkinghub.elsevier.com/retrieve/pii/S0959475216300664. Acceso en: 5 mar. 2021.

HINOJO LUCENA, Francisco J. y col. Influencia del aula invertida en el rendimiento académico. Una revisión sistemática. Campus Virtuales, v. 8, n. 1, p. 9-18, 2019. Disponible en: http://www.uajournals.com/campusvirtuales/journal/14/1.pdf.

HINOJO-LUCENA, Francisco y col. Incidence of the Flipped Classroom in the Physical Education Students’ Academic Performance in University Contexts. Sustainability, v. 10, n. 5, pág. 1334, abr. 2018. DOI: 10.3390/su10051334. Disponible en: http://www.mdpi.com/2071-1050/10/5/1334. Acceso en: 5 mar. 2021.

HIRSCH, J. E. An index to quantify an individual’s scientific research output. Proceedings of the National Academy of Sciences, v. 102, n. 46, p. 16569-16572, nov. 2005. DOI: 10.1073/pnas.0507655102. Disponible en: http://www.pnas.org/cgi/doi/10.1073/pnas.0507655102. Acceso en: 5 mar. 2021.

HUANG, Biyun; HEW, Khe Foon y LO, Chung Kwan. Investigating the effects of gamification-enhanced flipped learning on undergraduate students’ behavioral and cognitive engagement. Interactive Learning Environments, v. 27, n. 8, p. 1106-1126, nov. 2019. DOI: 10.1080/10494820.2018.1495653. Disponible en: https://www.tandfonline.com/doi/full/10.1080/10494820.2018.1495653. Acceso en: 5 mar. 2021.

HWANG, Gwo-Jen; LAI, Chiu-Lin y WANG, Siang-Yi. Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, v. 2, n. 4, p. 449-473, dic. 2015. DOI: 10.1007/s40692-015-0043-0. Disponible en: http://link.springer.com/10.1007/s40692-015-0043-0. Acceso en: 5 mar. 2021.

KAZANIDIS, Ioannis y col. Can the flipped classroom model improve students’ academic performance and training satisfaction in Higher Education instructional media design courses? British Journal of Educational Technology, v. 50, n. 4, p. 2014-2027, jul. 2019. DOI: 10.1111/bjet.12694. Disponible en: https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12694. Acceso en: 5 mar. 2021.

KOSTARIS, Christoforos y col. Investigating the potential of the Flipped Classroom Model in K-12 ICT teaching and learning: an action research study. Educational Technology & Society, v. 20, n. 1, p. 261-273, 2017.

KWON, Jung Eon y WOO, Hyung Rok. The impact of Flipped Learning on cooperative and competitive mindsets. Sustainability, v. 10, n. 1, p. 1-15, 2018. ISSN https://doi.org/10.3390/su10010079. DOI: 10.3390/su10010079.

LEE, Jihyun; LIM, Cheolil y KIM, Hyeonsu. Development of an instructional design model for flipped learning in higher education. Educational Technology Research and Development, v. 65, n. 2, p. 427-453, abr. 2017. DOI: 10.1007/s11423-016-9502-1. Disponible en: http://link.springer.com/10.1007/s11423-016-9502-1. Acceso en: 5 mar. 2021.

LEE, Jihyun; PARK, Taejung y DAVIS, Robert Otto. What affects learner engagement in flipped learning and what predicts its outcomes?: FL engagement and outcomes. British Journal of Educational Technology, nov. 2018. DOI: 10.1111/bjet.12717. Disponible en: http://doi.wiley.com/10.1111/bjet.12717. Acceso en: 5 mar. 2021.

LLANOS GARCIA, Gonzalo y BRAVO-AGAPITO, Javier. Flipped classroom como puente hacia nuevos retos en la educación primaria. Revista Tecnología, Ciencia y Educación, n. 8, p. 39-49, 2019. Disponible en: http://www.revistasocitec.org/index.php/TCE/article/download/153/125.

LONG, Taotao; CUMMINS, John y WAUGH, Michael. Use of the flipped classroom instructional model in higher education: instructors’ perspectives. Journal of Computing in Higher Education, v. 29, n. 2, p. 179-200, ago. 2017. DOI: 10.1007/s12528-016-9119-8. Disponible en: http://link.springer.com/10.1007/s12528-016-9119-8. Acceso en: 5 mar. 2021.

LÓPEZ-BELMONTE, Jesús; MORENO-GUERRERO, Antonio-José y col. Analysis of the Productive,

Structural, and Dynamic Development of Augmented Reality in Higher Education Research on the Web of Science. Applied Sciences, v. 9, n. 24, pág. 5306, dic. 2019b. DOI: 10.3390/app9245306. Disponible en: https://www.mdpi.com/2076-3417/9/24/5306. Acceso en: 12 mar. 2021.

LÓPEZ-BELMONTE, Jesús; POZO SÁNCHEZ, Santiago y col. Creación de contenidos y flipped learning: un binomio necesario para la educación del nuevo milenio. Revista Española de Pedagogía, v. 77, n. 274, p. 535-555, sep. 2019. DOI: 10.22550/REP77-3-2019-07. Disponible en: https://revistadepedagogia.org/lxxvii/no-274/creacion-de-contenidos-y-flipped-learning-un-binomio-necesario-para-la-educacion-del-nuevo-milenio/101400075517/. Acceso en: 12 mar. 2021.

LÓPEZ-ROBLES, José-Ricardo y col. El profesional de la información (EPI): Bibliometric and thematic analysis (2006-2017). El Profesional de la Información, v. 28, n. 4, ago. 2019. DOI: 10.3145/epi.2019.jul.17. Disponible en: https://revista.profesionaldelainformacion.com/index.php/EPI/article/view/epi.2019.jul.17. Acceso en: 5 mar. 2021.

MACLEOD, Jason y col. Technological factors and student-to-student connected classroom climate in cloud classrooms. Journal of Educational Computing Research, v. 56, n. 6, p. 826-847, oct. 2018. DOI: 10.1177/0735633117733999. Disponible en: http://journals.sagepub.com/doi/10.1177/0735633117733999. Acceso en: 5 mar. 2021.

MARTÍNEZ, Ma Angeles y col. Analyzing the Scientific Evolution of Social Work Using Science Mapping. Research on Social Work Practice, v. 25, n. 2, p. 257-277, mar. 2015. DOI: 10.1177/1049731514522101. Disponible en: http://journals.sagepub.com/doi/10.1177/1049731514522101. Acceso en: 5 mar. 2021.

MCLAUGHLIN, Jacqueline E. y col. The Flipped Classroom: a course redesign to foster learning and engagement in a health professions school. Academic Medicine, v. 89, n. 2, p. 236-243, feb. 2014. DOI: 10.1097/ACM.0000000000000086. Disponible en: http://journals.lww.com/00001888-201402000-00017. Acceso en: 5 mar. 2021.

MCNALLY, Brenton y col. Flipped classroom experiences: student preferences and flip strategy in a higher education context. Higher Education, v. 73, n. 2, p. 281-298, feb. 2017. DOI: 10.1007/s10734-016-0014-z. Disponible en: http://link.springer.com/10.1007/s10734-016-0014-z. Acceso en: 5 mar. 2021.

MINGORANCE ESTRADA, Ángel Custodio y col. Mejora del rendimiento académico a través de la metodología de aula invertida centrada en el aprendizaje activo del estudiante universitario deficiencias de la educación. Journal of Sport and Health Research, v. 9, n. 1, p. 129-136, 2017. Disponible en: http://www.journalshr.com/papers/Vol%5C%209_suplemento/JSHR%5C%20V09_supl_05.pdf.

MIÑO-PUIGCERCÓS, Raquel; DOMINGO-COSCOLLOLA, María y SANCHO-GIL, Juana M. Transforming the teaching and learning culture in higher education from a DIY perspective. Educación XX1, v. 22, n. 1, nov. 2018. DOI: 10.5944/educxx1.20057. Disponible en: http://revistas.uned.es/index.php/educacionXX1/article/view/20057. Acceso en: 5 mar. 2021.

MOK, Heng Ngee. Teaching tip: the Flipped Classroom. Journal of Information Systems Education, v. 25, n. 1, p. 7-11, 2014. Disponible en: https://ink.library.smu.edu.sg/cgi/viewcontent.cgi?referer=https://scholar.google.com/&httpsredir=1&article=3363&context=sis_research.

MORTENSEN, C. J. y NICHOLSON, A. M. The flipped classroom stimulates greater learning and is a modern 21st century approach to teaching today’s undergraduates. Journal of Animal Science, v. 93, n. 7, p. 3722-3731, jul. 2015. DOI: 10.2527/jas.2015-9087. Disponible en: https://academic.oup.com/jas/article/93/7/3722/4701924. Acceso en: 5 mar. 2021.

NOURI, Jalal. The flipped classroom: for active, effective and increased learning – especially for low achievers. International Journal of Educational Technology in Higher Education, v. 13, n. 1, pág. 33, dic. 2016. DOI: 10.1186/s41239-016-0032-z. Disponible en: http://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-016-0032-z. Acceso en: 5 mar. 2021.

PERCEIVED usefulness of ”Flipped Learning” on instructional design for elementary and secondary education: with focus on pre-service Teacher education.

PEREIRA, Sara; FILLOL, Joana y MOURA, Pedro. Young people learning from digital media outside of school: The informal meets the formal. Comunicar, v. 27, n. 58, p. 41-50, ene. 2019. DOI: 10.3916/C58-2019-04. Disponible en: https://www.revistacomunicar.com/index.php?contenido=detalles&numero=58&articulo=58-2019-04. Acceso en: 5 mar. 2021.

ROMERO, María del Carmen; BUZÓN-GARCÍA, Olga y TOURON, Javier. The flipped learning model in online based education for secondary teachers. Journal of Technology and Science Education, v. 9, n. 2, pág. 109, mar. 2019. DOI: 10.3926/jotse.435. Disponible en: http://www.jotse.org/index.php/jotse/article/view/435. Acceso en: 5 mar. 2021.

SACRISTÁN SAN CRISTÓBAL, Mara y col. Flipped classroom y didáctica de las matemáticas en la formación online de Maestros de Educación Infantil. Revista Electrónica Interuniversitaria de Formación del Profesorado, v. 20, n. 3, pág. 1, jul. 2017. DOI: 10.6018/reifop.20.3.292551. Disponible en: http://revistas.um.es/reifop/article/view/292551. Acceso en: 5 mar. 2021.

SHIH, Wen-Ling y TSAI, Chun-Yen. Students’ perception of a flipped classroom approach to facilitating online project-based learning in marketing research courses. Australasian Journal of Educational Technology, dic. 2016. DOI: 10.14742/ajet.2884. Disponible en: http://ajet.org.au/index.php/AJET/article/view/2884. Acceso en: 5 mar. 2021.

SOLA MARTÍNEZ, Tomás y col. Eficacia del Método Flipped Classroom en la universidad: meta-análisis de la producción científica de impacto. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, v. 17, n. 1, pág. 25, dic. 2019. DOI: 10.15366/reice2019.17.1.002. Disponible en: https://revistas.uam.es/index.php/reice/article/view/10432. Acceso en: 5 mar. 2021.

THAI, Ngoc Thuy Thi; DE WEVER, Bram y VALCKE, Martin. The impact of a flipped classroom design on learning performance in higher education: Looking for the best “blend” of lectures and guiding questions with feedback. Computers & Education, v. 107, p. 113-126, abr. 2017. DOI: 10.1016/j.compedu.2017.01.003. Disponible en: https://linkinghub.elsevier.com/retrieve/pii/S0360131517300039. Acceso en: 5 mar. 2021.

TOURÓN, Javier y SANTIAGO, Raúl. El modelo Flipped learning y el desarrollo del talento en la escuela. Revista de educación, n. 368, p. 196-231, 2015. Disponible en: https://sede.educacion.gob.es/publiventa/detalle.action?cod=20325.

TSE, Wai S.; CHOI, Lai Y. A. y TANG, Wing S. Effects of video-based flipped class instruction on subject reading motivation: Flipped class instruction. British Journal of Educational Technology, v. 50, n. 1, p. 385-398, ene. 2019. DOI: 10.1111/bjet.12569. Disponible en: http://doi.wiley.com/10.1111/bjet.12569. Acceso en: 5 mar. 2021.

UNIVERSITY OF OTAGO WELLINGTON, NEW ZEALAND y col. “Just tell me what I need to know to pass the exam!” Can active flipped learning overcome passivity? The Asia Pacific Scholar, v. 2, n. 1, p. 1-6, ene. 2017. DOI: 10.29060/TAPS.2017-2-1/OA1007. Disponible en: https://medicine.nus.edu.sg/taps/just-tell-me-what-i-need-to-know-to-pass-the-exam-can-active-flipped-learning-overcome-passivity/. Acceso en: 5 mar. 2021.

WU, Wen-Chi Vivian; HSIEH, Jun Scott Chen y YANG, Jie Chi. Creating an online Learning community in a Flipped Classroom to enhance EFL learners’ Oral Proficiency. Educational Technology & Society, v. 20, n. 2, p. 142-157, 2017. Disponible en: https://eric.ed.gov/?id=EJ1137524.

YILMAZ, Ramazan. Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom. Computers in Human Behavior, v. 70, p. 251-260, mayo 2017. DOI: 10.1016/j.chb.2016.12.085. Disponible en: https://linkinghub.elsevier.com/retrieve/pii/S0747563216309141. Acceso en: 5 mar. 2021.

ZAINUDDIN, Zamzami y col. How do students become self-directed learners in the EFL flipped-class pedagogy? A study in higher education. Indonesian Journal of Applied Linguistics, v. 8, n. 3, pág. 678, ene. 2019. DOI: 10.17509/ijal.v8i3.15270. Disponible en: http://ejournal.upi.edu/index.php/IJAL/article/view/15270. Acceso en: 5 mar. 2021.

Downloads

Publicado

2021-03-12

Como Citar

LÓPEZ-BELMONTE, J.; MORENO-GUERRERO, A.-J.; LÓPEZ-NÚÑEZ, J.-A.; POZO-SÁNCHEZ, S. Produção científica de aprendizagem invertida e sala de aula invertida em Web of Science. Texto Livre: Linguagem e Tecnologia, Belo Horizonte-MG, v. 14, n. 1, p. e26266, 2021. DOI: 10.35699/1983-3652.2021.26266. Disponível em: https://periodicos.ufmg.br/index.php/textolivre/article/view/26266. Acesso em: 21 jun. 2021.

Edição

Seção

Educação e Tecnologia