Revisión sistemática del aula invertida en el Ecuador: aproximación al estado del arte

Education has envolved over time with new strategies and methodologies integrating the ICT-Information and communication technologies- with the final of changing the traditional practices. For this reason, the flipped classroom has been considered an innovative model that merges the learning space at home with face to face classes; awakening the curiosity and participation of students, changing the experience in the classroom. This article has the objective present a systematic review building a state of the art on the flipped classroom in Ecuador, using an eight step guide proposed by Okoli y Schabram (2010), the PRISMA guidelines and the technique of documental analysis, whose porpouse is to guarantee the rigor, transparency and clarity of the investigation; providing a starting point for future research. The Scielo and Redalyc databases were consulted and the Google Scholar search engine was included during the period from 2017 to August 2020. Among the results, it is emphasized that the flipped classroom has been applied in all the subjects, with more incidence in the learning of the English language. Due to the disinterest of students and difficult to develop the four linguistic ability that implied learn a new language. Definitely, it is important to promote more studies about this methodology since it presents excellent results, but during the pandemic, it hasn’t existed any evidence yet.