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dc.contributor.authorLimaymanta, Cesar H.
dc.contributor.authorApaza-Tapia, Ludgarda
dc.contributor.authorVidal, Elizabeth
dc.contributor.authorGregorio-Chaviano, Orlando
dc.date.accessioned2021-05-21T19:20:59Z
dc.date.available2021-05-21T19:20:59Z
dc.date.issued2021-05-04
dc.identifier.doi10.3991/ijet.v16i09.21267
dc.identifier.urihttp://hdl.handle.net/10757/656113
dc.description.abstractThe flipped classroom as an educational model is perfectly aligned with the current demands of higher education. Therefore, the objectives of this article were to carry out a bibliometric analysis of the scientific production of the flipped classroom in higher education (2012-2020) and to propose a framework for its implementation in face-to-face, blended or online learning modalities. The records were recovered from the Web of Science Core Collection and Scopus, from which, after a five-phase methodological process, a consolidated dataset of 782 documents was obtained. The results showed the importance of the subject matter as scientific production reflected a continuous growth during the period of study. For their part, the most productive authors come from various institutions worldwide with an H index of over 50. The collaboration indicators show the growth trend of these indexes over the years, which reflects the capacity to generate national and international impact in the documents published in collaboration. The keywords co-occurrence analysis showed that the flipped classroom as a technological and innovative approach is complemented by active learning, blended learning, e-learning, ICT, teaching method, among others. Finally, a framework with five components was proposed as a basic guide for the implementation of the flipped classroom in higher education.en_US
dc.formatapplication/pdfen_US
dc.language.isoengen_US
dc.publisherInternational Association of Online Engineering (IAOE)en_US
dc.relation.urlhttps://online-journals.org/index.php/i-jet/article/view/21267en_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.rightsAttribution-NonCommercial-ShareAlike 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/4.0/*
dc.sourceUniversidad Peruana de Ciencias Aplicadas (UPC)es_PE
dc.sourceRepositorio Académico - UPCes_PE
dc.subjectFlipped classroomen_US
dc.subjectBibliometricsen_US
dc.subjectHigher educationen_US
dc.subjectActive learningen_US
dc.subjectFrameworken_US
dc.subjectScientific collaborationen_US
dc.subjectCo-occurrenceen_US
dc.subjectScientific productionen_US
dc.subjectInformation and communication technologyen_US
dc.titleFlipped Classroom in Higher Education: A Bibliometric Analysis and Proposal of a Framework for its Implementationen_US
dc.typeinfo:eu-repo/semantics/articleen_US
dc.identifier.eissn1863-0383
dc.description.peerreviewRevisón por pareses_PE
dc.source.journaltitleInternational Journal of Emerging Technologies in Learning (iJET)
dc.source.volume16
dc.source.issue09
dc.source.beginpage133
refterms.dateFOA2021-05-21T19:21:00Z
dc.identifier.isni0000 0001 2196 144X


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