Pautas para el diseño instruccional bajo el modelo flipped learning en educación superior: análisis desde el modelo ADDIE

Abstract

Flipped learning (FL) is increasingly popular in higher education, because it facilitates the integration of active strategies in the learning process, helps students to be more autonomous and self-regulated, and stimulates their motivation. The article formulates guidelines for the design process of the preclass, class and post-class components of a flipped learning environment. The authors used the educational design methodology, limited the research to the preliminary phase, based the research on a review of the literature, and considered the ontext of a developing country. Following the concept of the ADDIE model (analysis, design, development, implementation, and evaluation), the instructional prototype for the FL was developed, including the formulation of recommendations. The research, as described in this article could guide instructors in coping with the practical and complex educational problems associated with flipped learning. It is expected that this new form of teaching and learning best prepares the students for the challenges of the 21st century.