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      Scientific production of flipped learning and flipped classroom in Web of Science Translated title: Produção científica de aprendizagem invertida e sala de aula invertida em Web of Science


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          Abstract This study focuses on knowing the scientific production of the terms flipped learning and flipped classroom in specialized literature, determining their conceptual evolution, the most relevant topics and the most prolific authors. A bibliometric study has been carried out supported by a structural and dynamic analysis of co-words. Both terms have been analyzed in the Web of Science, reporting 2968 documents and observing a much higher production in the flipped classroom. Despite the fact that both terminologies are frequently used as synonyms, in the scientific community they are differentiated, observing different trends and fields of study according to the concept. The results may promote the search for a terminological consensus that clearly delimits the area covered by each concept.

          Translated abstract

          Resumo O objetivo deste estudo é conhecer a produção científica dos termos flipped learning e flipped classroom 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.

          Translated abstract

          Resumen El objetivo de este estudio es conocer la producción científica de los términos aprendizaje invertido y aula invertida en la literatura especializada, determinando su evolución conceptual, los temas más relevantes y los autores más prolíficos. Se realizó un estudio bibliométrico apoyado en un análisis estructural y dinámico de co-palabras. Ambos términos fueron analizados en la Web of Science, reportando 2.968 documentos y observando una producción mucho mayor en el aula invertida. Aunque ambas terminologías se utilizan a menudo indistintamente, en la comunidad científica se diferencian, observando diferentes tendencias y campos de estudio según el concepto. Los resultados pueden promover la búsqueda de un consenso terminológico que delimite claramente el alcance de cada concepto.

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          Most cited references60

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          An index to quantify an individual's scientific research output.

          I propose the index h, defined as the number of papers with citation number > or =h, as a useful index to characterize the scientific output of a researcher.
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              The flipped classroom: a course redesign to foster learning and engagement in a health professions school.

              Recent calls for educational reform highlight ongoing concerns about the ability of current curricula to equip aspiring health care professionals with the skills for success. Whereas a wide range of proposed solutions attempt to address apparent deficiencies in current educational models, a growing body of literature consistently points to the need to rethink the traditional in-class, lecture-based course model. One such proposal is the flipped classroom, in which content is offloaded for students to learn on their own, and class time is dedicated to engaging students in student-centered learning activities, like problem-based learning and inquiry-oriented strategies. In 2012, the authors flipped a required first-year pharmaceutics course at the University of North Carolina Eshelman School of Pharmacy. They offloaded all lectures to self-paced online videos and used class time to engage students in active learning exercises. In this article, the authors describe the philosophy and methodology used to redesign the Basic Pharmaceutics II course and outline the research they conducted to investigate the resulting outcomes. This article is intended to serve as a guide to instructors and educational programs seeking to develop, implement, and evaluate innovative and practical strategies to transform students' learning experience. As class attendance, students' learning, and the perceived value of this model all increased following participation in the flipped classroom, the authors conclude that this approach warrants careful consideration as educators aim to enhance learning, improve outcomes, and fully equip students to address 21st-century health care needs.

                Author and article information

                Texto Livre
                Texto livre
                Universidade Federal de Minas Gerais - UFMG (Belo Horizont, MG, Brazil )
                : 14
                : 1
                : e26266
                [1] Granada Andalucía orgnameUniversidad de Granada Spain
                S1983-36522021000100208 S1983-3652(21)01400100208

                This work is licensed under a Creative Commons Attribution 4.0 International License.

                : 15 November 2020
                : 07 January 2021
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 60, Pages: 0

                SciELO Brazil

                Education and Technology

                Web of Science database,Estudio bibliométrico,Aprendizaje invertido,Aula invertida,Análisis de co-palavras,Base de datos de Web of Science,Estudo bibliométrico,Aprendizagem invertida,Sala de aula invertida,Análise de co-palavras,Banco de dados da Web of Science,Bibliometric study,Flipped learning,Flipped classroom,Analysis of co-words


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