Resumo

COLQUE QUISPE, Lucio Wilfredo  e  ARIAS CAMARENA, Juan Alberto. Reversed classroom and self-learning of university students in virtual environments: Systematic review. Horizontes Rev. Inv. Cs. Edu. [online]. 2024, vol.8, n.34, pp.1635-1650.  Epub 25-Jul-2024. ISSN 2616-7964.  https://doi.org/10.33996/revistahorizontes.v8i34.823.

Currently, the flipped classroom and virtual environments have been introduced in educational spaces, in search of self-learning and student motivation. The general objective of this paper is to determine the contributions of the flipped classroom in the self-learning of university students in virtual environments. A systematic review was carried out, with a qualitative and descriptive approach, initiating the search process with the use of Boolean operators in the Scopus (“Flipped classroom” AND “Self-learning” AND “Virtual environment”), Scielo and Google Scholar databases (“Flipped classroom” AND “Self-learning” AND “Virtual environment”). Exclusion and inclusion criteria were based on the date of publication -between 2019 and 2023-, using only indexed articles directly related to the title and the variables that comprise it. After the search, 17 articles were selected that met all the requirements. It was concluded that the main contributions of the flipped classroom in the self-learning of university students in virtual environments are improved academic performance, better acquisition and understanding of knowledge, motivation, self-learning and greater commitment on the part of the students.

Palavras-chave : Self-learning; flipped classroom; Virtual environments; Educational spaces; Motivation.

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