Aprendizaje activo, rendimiento escolar, modelo educacional, práctica pedagógicaActivity learning, academic achievement, educational models, teaching practice

Aidinopoulou, V., & Sampson, D. G. (2017). An Action Research Study from Implementing the Flipped Classroom Model in Primary School History Teaching and Learning. Educational Technology & Society, 20(1), 237–247. https://www.jstor.org/stable/jeductechsoci.20.1.237

Ali, M., Muhammad, H. S., Asif, M., Khan, J., Lee, S., Idris, M., Aazam, Choi, T., Caren, S., & Ho, B. (2017). IoTFLiP: IoT-based flipped learning platform for medical education. Digital communications and networks, 3(3), 188-194. https://doi.org/10.1016/j.dcan.2017.03.002

Barreras, M. A. (2016). Experiencia de la clase inversa en didáctica de las lenguas extranjeras. Educatio Siglo XXI, 34(1), 173–196. https://doi.org/10.6018/j/253281

Bhagat, K. K., Chang, C. N., & Chang, C. Y. (2016). The Impact of the Flipped Classroom on Mathematics Concept Learning in High School. Education- al Technology & Society, 19(3), 134–142. https://www.jstor.org/stable/jeductechsoci.19.3.134

Bicen, H., & Taspolat, A. (2019). Students’ Views on the Teaching Process Based on Social Media Supported Flipped Classroom Approach. Brain. Broad Research in Artificial Intelligence and Neuroscience, 10(4), 115–144. https://doi.org/10.18662/brain/08

Bitetti, L. (2019). Activate Business Model Learning Through Flipped Classroom and Backward Design. Journal of Business Models, 7(3), 100–110. https://search.proquest.com/openview/dc7aaf0724cdf8e1d92ba90b45f8b416/

Blau, I., & Shamir-Inbal, T. (2017). Re-designed flipped learning model in an academic course: The role of co-creation and co-regulation. Computers & Education, 115, 69–81. https://doi.org/10.1016/j.compedu.2017.07.014

Bond, M. (2019). Flipped learning and parent engagement in secondary schools: A South Australian case study. British Journal of Educational Technology, 50(3), 1294–1319. https://doi.org/10.1111/bjet.12765

Bouwmeester, R. A. M, de Kleijn, R. A.M, van den Berg, I. E.T, ten Cate, O. T. J., van Rijen, H. V. M., & Westerveld, H. E. (2019). Flipping the medical classroom: Effect on workload, interactivity, motivation and retention of knowl- edge. Computers & Education, 139, 118–128. https://doi.org/10.1016/j. compedu.2019.05.002

Burgess, A., Roberts, C., van Diggele, C., & Mellis, C. (2017). Peer teacher train- ing (PTT) program for health professional students: Interprofessional and flipped learning. BMC Medical Education, 17, 1–13. https://doi.org/10.1186/s12909-017-1037-6

Çakiroğlu, Ü., & Öztürk, M. (2017). Flipped Classroom with Problem Based Activ- ities: Exploring self-regulated Learning in a Programming Language Course. Educational Technology & Society, 20(1), 337–349. https://www.jstor.org/stable/jeductechsoci.20.1.337

Chi, Y.-L., Chen, T.-Y., & Hung, C. (2018). Learning adaptivity in support of flipped learning: An ontological problem-solving approach. Expert Systems, 35(3), 1–14. https://doi.org/10.1111/exsy.12246

Chis, A. E., Moldovan, A.-N., Murphy, L., Pathak, P., & Muntean, C. H. (2018). Investigating Flipped Classroom and Problem-based Learning in a Programming Module for Computing Conversion Course. Educational Technology and Society, 21(4), 232–247. https://eric.ed.gov/?id=EJ1193875

Chuang, H-H., Weng, C-H., & Chen, C-H. (2018). Which Students Benefit Most from a Flipped Classroom Approach to Language Learning? British Journal of Educational Technology, 49(1), 56-68. https://eric.ed.gov/?id=EJ1166083

Compeau, P. (2019). Establishing a computational biology flipped classroom. PLOS Computational Biology, 15(5), 1–8. https://doi.org/10.1371/journal. pcbi.1006764

Cukurbasi, B., & Kiyici, M. (2018). High School Students’ Views on the PBL Activities Supported via Flipped Classroom and LEGO Practices. Educational Technology & Society, 21(2), 46–61. https://www.jstor.org/stable/26388378

de Araujo, Z., Otten, S., & Birisci, S. (2017). Conceptualizing “Homework” in Flipped Mathematics Classes. Educational Technology and Society, 20(1), 248–260. https://www.jstor.org/stable/jeductechsoci.20.1.248

Dominguez, L. C., Sierra, D., Pepín, J. J., Moros, G., & Villarraga, A. (2017). Efecto del Aula Invertida Extendida a simulación clínica para la resucitación del paciente traumatizado: estudio piloto de las percepciones estudiantiles sobre el aprendizaje. Revista Colombiana de Anestesiología, 45(2), 4–11. https://doi.org/10.1016/j.rca.2017.07.011

Dominguez, L. C., Sanabria, Á. E., & Sierra, D. O. (2018). El clima productivo en cirugía: ¿una condición para el aprendizaje en el aula invertida?. Educación Médica, 19, 263-269. https://doi.org/10.1016/j.edumed.2017.08.001

Fan, X. (2018). Research on Oral English Flipped Classroom Project-based Teaching Model Based on Cooperative Learning in China. Educational Sciences: Theory y Practice, 18(5), 1988–1998. https://doi.org/10.12738/estp.2018.5.098

Fox, W., Docherty, P., & Zaka, P. (2018). Learning Engineering through the Flipped Classroom Approach- Students’ Perspectives. Design and Technology Education: An International Journal, 23(3), 27–45. https://hdl.handle.net/10289/13153

Gan, T. (2018). Construction of Security System of Flipped Classroom based on MOOC in Teaching Quality Control. Educational Sciences: Theory & Practice, 18(6), 2707–2717. https://doi.org/10.12738/estp.2018.6.170

Gertrudix-Barrio, F., & Rivas-Rebaque, B. (2015). Producción y diseño instructivo de vídeos didáctico-musicales. Una experiencia de aprendizaje abierto y flipped classroom. Educatio Siglo XXI, 33(1), 277-294. https://doi.org/10.6018/j/222601

Gómez-Vargas, M., Galeano-Higuita, C. & Jaramillo-Muñoz, D. A. (2015). El estado del arte: una metodología de investigación. Revista Colombiana de Ciencias Sociales, 6(2), 423-442. https://www.redalyc.org/pdf/4978/497856275012.pdf

Green, T. (2015). Flipped Classrooms: An Agenda for Innovative Marketing Education in the digital era. Marketing Education Review, 25(3), 179–191. https://doi.org/10.1080/10528008.2015.1044851

Guy, R., & Marquis, G. (2016). Flipped Classroom: A Comparison of Student Performance Using Instructional Videos and Podcasts versus the Lecture-Based Model Of Instruction. Issues in Informing Science and Information Technology, 13, 001–013. https://doi.org/10.28945/3461

He, Y., Zhang, X., Wu, J., & Xu, J. (2018). Innovation Method of Architectural Physics Teaching Based on Flipped Classroom Idea. Educational Sciences: Theory & Practice, 18(6), 3392–3399. https://doi.org/10.12738/estp.2018.6.245

Hsu, S.-D., Chen, C.-J., Chang, W.-K., & Hu, Y.-J. (2016). An Investigation of the Outcomes of PGY Students’ Cognition of and Persistent Behavior in Learning Through the Intervention of the Flipped Classroom in Taiwan. PLOS One, 11(12), 1–14. https://doi.org/10.1371/journal.pone.0167598

Hu, X., Zhang, H., Song, Y., Wu, C., Yang, Q., Shi, Z., Zhang, X., & Chen, W. (2019). Implementation of flipped classroom combined with problem-based learning: An approach to promote learning about hyperthyroidism in the endocrinology internship. BMC Medical Education, 19(1), 1–8. https://doi.org/10.1186/s12909-019-1714-8

Hung, H.-C., Liu, I.-F., Liang, C.-T., & Su, Y.-S. (2020). Applying Educational Data Mining to Explore Students’ Learning Patterns in the Flipped Learning Approach for Coding Education. Symmetry, 12, 1–14. https://doi.org/10.3390/sym12020213

Hwang, G.-J., & Lai, C.-L. (2017). Facilitating and Bridging Out-Of-Class and In-Class Learning: An Interactive E-Book-Based Flipped Learning Approach for Math Courses. Educational Technology & Society, 20(1), 184–197. https://www.jstor.org/stable/jeductechsoci.20.1.184

Jones-Bonofiglio, K. D., Willett, T., & Ng, S. (2018). An evaluation of flipped e-learning experiences. Medical Teacher, 40(9), 953–961. https://doi.org/10.1080/0142159X.2017.1417577

Jong, M. S.-Y. (2017). Empowering Students in the Process of Social Inquiry Learning through Flipping the Classroom. Educational Technology & Society, 20(1), 306–322. https://www.jstor.org/stable/jeductechsoci.20.1.306

Kelly, D., & Denson, C. (2017). STEM Teacher Efficacy in Flipped Classrooms. Journal of STEM Education: Innovations & Research, 18(4), 43–50. https://www.jstem.org/jstem/index.php/JSTEM/article/view/2188

Kissi, P. S., Nat. M., & Armah, R. B. (2018). The effects of learning–family conflict, perceived control over time and task-fit technology factors on urban–rural high school students’ acceptance of video-based instruction in flipped learning approach. Educational Technology Research and Development, 66, 1547–1569. https://doi.org/10.1007/s11423-018-9623-9

Kurt, G. (2017). Implementing the Flipped Classroom in Teacher Education: Evidence from Turkey. Educational Technology & Society, 20(1), 211–221. https://www.jstor.org/stable/jeductechsoci.20.1.211

Lee, J., & Choi, H. (2019). Rethinking the flipped learning pre-class: Its influence on the success of flipped learning and related factors. British Journal of Educational Technology, 50(2), 934–945. https://doi.org/10.1111/bjet.12618

Lee, J., Lim, C., & Kim, H. (2017). Development of an instructional design model for flipped learning in higher education. EducationTech Research Dev, 65, 427–453. https://doi.org/10.1007/s11423-016-9502-1

Lichvar, A. B., Hedges, A., Benedict, N. J., & Donihi, A. C. (2016). Combination of a Flipped Classroom and a Virtual Patient Case to Enhance Active Learning in a Required Therapeutics Course. American Journal of Pharmaceutical Education, 80(10), 1–8. https://www.ajpe.org/content/80/10/175.abstract

Lin, C.-J., & Hwang, G.-J. (2018). A Learning Analytics Approach to Investigating Factors Affecting EFL Students’ Oral Performance in a Flipped Classroom. Educational Technology & Society, 21(2), 205–219. https://www.jstor.org/stable/26388398

Lin, C.-J., Hwang, G.-J., Fu, Q.-K., & Chen, J.-F. (2018). A Flipped Contextual Game-Based Learning Approach to Enhancing EFL Students’ English Business Writing Performance and Reflective Behaviors. Educational Technology & Society, 21(3), 117–131. https://www.jstor.org/stable/26458512

Liu, D. (2016). The Reform and Innovation of English Course: A Coherent Whole of MOOC, Flipped Classroom and ESP. Procedia - Social and Behavioral Sciences, 232, 280–286. https://doi.org/10.1016/j.sbspro.2016.10.021

Lo, C. K. (2018). Grounding the flipped classroom approach in the foundations of educational technology. Education Tech Research Dev, 66(3), 793–811. https://doi.org/10.1007/s11423-018-9578-x

Lo, C. K., & Hew, K. F. (2017). Using “First Principles of Instruction” to Design Secondary School Mathematics Flipped Classroom: The Findings of Two Exploratory Studies. Educational Technology & Society, 20(1), 222–236. https://www.jstor.org/stable/jeductechsoci.20.1.222

Long, T., Logan, J., & Waugh, M. (2016). Students’ Perceptions of the Value of Using Videos as a Pre-class Learning Experience in the Flipped Classroom. TechTrends, 60(3), 245–252. https://doi.org/10.1007/s11528-016-0045-4

López-Belmonte, J., Moreno-Guerrero, A.-J., López-Núñez, J.-A., & Pozo-Sán- chez, S. (2021). Scientific production of flipped learning and flipped classroom in Web of Science. Texto Livre: Linguagem E Tecnologia, 14(1), 1-26. https://doi.org/10.35699/1983-3652.2021.26266

Lu, M., & Han, Q. (2018). Learner Centered Flipped Classroom Teaching Reform Design and Practice-Taking the Course of Tax Calculation and Declaration as an Example. Educational Sciences: Theory & Practice, 18(6), 2661–2676. DOI: 10.12738/estp.2018.6.166

Luo, H., Yang, T., Xue, J., & Zuo, M. (2019). Impact of student agency on learning performance and learning experience in a flipped classroom. British Journal of Educational Technology, 50(2), 819–831. https://doi.org/10.1111/bjet.12604

Montgomery, A. P., Mousavi, A., Carbonaro, M., Hayward, D. V., & Dunn, W. (2019). Using learning analytics to explore self-regulated learning in flipped blended learning music teacher education. British Journal of Educational Technology, 50(1), 114–127. https://doi.org/10.1111/bjet.12590

Persky, A. M., & McLaughlin, J. E. (2017). The Flipped Classroom – From Theory to Practice in Health Professional Education. American Journal of Pharmaceutical Education, 81(6), 1–11. https://doi.org/10.5688/ajpe816118

Rawas, H., Bano, N., & Alaidarous, S. (2020). Comparing the effects of individual versus group face-to-face class activities in flipped classroom on student’s test performances. Health Professions Education. https://doi.org/10.1016/j.hpe.2019.06.002

Roopashree, Joshi, M.A., Gopikumar, & JaisriGoturu (2017). Effectiveness of Flipped Classroom as A Teaching Tool: A Pilot Study. NJIRM, 8(4), 78–84. http://nicpd.ac.in/ojs-/index.php/njirm/article/view/1288/1140

Sammel, A., Townend, G., & Kanasa, H. (2018). Hidden Expectations Behind the Promise of the Flipped Classroom. College Teaching, 66(2), 49–59. https://doi.org/10.1080/87567555.2016.1189392

Song, Y., & Kapur, M. (2017). How to Flip the Classroom - “Productive Failure or Traditional Flipped Classroom” Pedagogical Design? Educational Technology and Society, 20(1), 292–305. https://www.jstor.org/stable/jeductechsoci.20.1.292

Steen-Utheim, A., & Foldnes, N. (2018). A qualitative investigation of student engagement in a flipped classroom. Teaching in Higher Education, 23(3), 307–324. https://doi.org/10.1080/13562517.2017.1379481

Sun, J. C. Y., & Gao, F. (2019). Exploring the roles of school leaders and teachers in a school-wide adoption of flipped classroom: School dynamics and institutional cultures. British Journal of Educational Technology, 50(3), 1241– 1259. https://doi.org/10.1111/bjet.12769

Sun, J. C. Y., Wu, Y. T., & Lee, W. I. (2017). The effect of the flipped classroom approach to OpenCourseWare instruction on students’ self-regulation. British Journal of Educational Technology, 48(3), 713-729. https://doi.org/10.1111/bjet.12444

Thongmak, M. (2019). The student experience of student-centered learning methods: Comparing gamification and flipped classroom. Education for Information, 35, 99–127. https://doi.org/10.3233/EFI-180189

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White, P. J., Naidu, S., Yuriev, E., Short, J. L., McLaughlin, J. E., & Larson, I. C. (2017). Student Engagement with a Flipped Classroom Teaching Design Affects Pharmacology Examination Performance in a Manner Dependent on Question Type. American Journal of Pharmaceutical Education, 81(9), 10–23. https://doi.org/10.5688/ajpe5931

Wu, W.-C. V., Chen Hsieh, J. S., & Yang J. C. (2017). Creating an Online Learning Community in a Flipped Classroom to Enhance EFL Learners’ Oral Proficiency. Educational Technology and Society, 20(2), 142–157. https://www.jstor.org/stable/90002170

Wu, W.C. V., Chi, S. C., Wu, C. C., & Kang, Y. N. (2018). Helps from flipped classroom in learning suturing skill: The medical students’ perspective. PLOS One, 13(10), e0204698. https://doi.org/10.1371/journal.pone.0204698

Xiao, L., Larkins, R., & Meng, L. (2018). Track effect: Unraveling the enhancement of college students’ autonomous learning by using a flipped classroom approach. Innovations in Education and Teaching International, 55(5), 554–565. https://doi.org/10.1080/14703297.2017.1415815

Zainuddin, Z., & Attaran, M. (2016). Malaysian students’ perceptions of flipped classroom: a case study. Innovations in Education and Teaching International, 53(6), 660–670. https://doi.org/10.1080/14703297.2015.1102079

Zante, B., Hautz, W. E., & Schefold, J. C. (2020). Physiology education for intensive care medicine residents: A 15-minute interactive peer-led flipped classroom session. PLOS One, 15(1), 1–12. https://doi.org/10.1371/journal.pone.0228257

Zhai, X., Gu, J., Liu, H., Liang, J. & Tsai, C. (2017). An Experiential Learning Perspective on Students’ Satisfaction Model in a Flipped Classroom Context. Educational Technology & Society, 20(1), 198–210. https://www.proquest.com/openview/0c82f61628268dc15fc5e66d89c9785a/1?pq-origsite=g- scholar&cbl=1586335

Zheng, B., & Zhang, Y. (2020). Self-regulated learning: The effect on medical student learning outcomes in a flipped classroom environment. BMC Medical Education, 20(1), 1–7. https://doi.org/10.1186/s12909-020-02023-6

Zhou, Y., Zhou, H., Gao, B., & Shi, J. (2018). The application of Extenics in the flipped classroom of “Basic Principle of Marxism.” Procedia Computer Science, 139, 489–495. https://doi.org/10.1016/j.procs.2018.10.246

Vol. 15 (2022): Dossier Migración, fenómeno social mundial con implicaciones educativas situadas y contextuales. Editora invitada: Patricia Baquero Torres (Universidad de Ciencias Aplicadas de Hamburgo, Alemania)