INSTRUCTIONAL DESIGN AND THE FLIPPED CLASSROOM METHOD

Abstract The use of technology in education has had a significant impact on the teaching-learning-assessment method. The first results could be observed since the 2000s, with the introduction of computers and the internet in schools. This was followed by the emergence and subsequent access expansion to online learning platforms, culminating in the COVID-19 pandemic, when distance learning became the norm and technology became a necessity for every educational institution. The present study proposes an analysis of the Flipped Classroom (FC) method, an innovative pedagogical framework that aligns the principles of instructional design and the integration of technology in the classroom in order to create student-centered learning experiences. From a structural point of view, it first captures the way in which it has taken shape and evolved over time, and then focuses on its main characteristics, definition, application stages, types, impact in the specialized literature.