Segundo Eriberto Casacumba Pila*

scasacumba@gmail.com

Edwin Alfonso Simbaña Simbaña**

edal525nice@gmail.com

*Lic. Licenciado en Ciencias de la Educación - Mención Ingles

Master Universitario en Tecnología Educativa y Competencias Digitales

**Lic. Licenciado en Ciencias de la Educacion - Mención Ingles

Magister en Pedagogía de los Idiomas Nacionales y Extranjeros

(Ecuador)

Reception: 08/19/2025 - Acceptance: 12/23/2025

1st Review: 12/08/2025 - 2nd Review: 12/20/2025

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Suggested reference: Casacumba Pila, S.E., & Simbaña, E.A. (2026). Benefits of the Flipped Classroom in Promoting the Learning of Healthy Habits. Lecturas: Educación Física y Deportes, 30(333), 220-232. https://doi.org/10.46642/efd.v30i333.8527

 

Abstract

    The Flipped Classroom methodology has emerged as an innovative strategy that redefines the traditional teaching dynamic by empowering students with a more active role in their learning process. This review aims to examine the key benefits of the flipped classroom, particularly in relation to promoting autonomous learning, healthy habits, and physical education. Through a systematic analysis of academic literature published across various academic databases between 2015 and 2025, the findings suggest that the Flipped Classroom model facilitates more interactive and personalized learning, enhancing the understanding of concepts and encouraging more active student participation in their education. Furthermore, this approach promotes the development of essential skills such as autonomy, critical thinking, and self-regulation, while also increasing motivation to learn. In disciplines such as physical education and sports, the Flipped Classroom contributes to the assimilation of theories related to health and physical performance, enabling students to apply this knowledge practically and effectively. However, challenges were also identified, such as the need for proper preparation and use of educational materials, equitable access to the necessary technologies, and teacher training. In conclusion, when implemented properly, the Flipped Classroom has the potential to transform learning by not only promoting academic knowledge but also fostering the development of healthy habits and life skills.

    Keywords: Education. Flipped Classroom. Healthy habits.

 

Resumen

    La metodología de Flipped Classroom ha emergido como una estrategia innovadora que redefine la dinámica tradicional de enseñanza al empoderar al estudiante con un rol más activo en su proceso de aprendizaje. Esta revisión tiene como objetivo examinar los beneficios clave del Flipped Classroom, particularmente en lo que respecta a la promoción del aprendizaje autónomo y la adopción de hábitos saludables y la educación física. A través de un análisis sistemático de la literatura académica publicada en diferentes bases de datos académicos entre 2015 y 2025. Los hallazgos sugieren que el modelo de aula invertida facilita un aprendizaje más interactivo y personalizado, mejorando la comprensión de conceptos y estimulando una participación más activa de los estudiantes en su formación. Además, se observó que este enfoque promueve el desarrollo de habilidades clave como la autonomía, el pensamiento crítico, y la autorregulación, al mismo tiempo que incrementa la motivación por aprender. En disciplinas como Educación Física y Deportes, el Flipped Classroom contribuye a la asimilación de teorías relacionadas con la salud y el rendimiento físico, lo que permite a los estudiantes aplicar dichos conocimientos de manera práctica y efectiva. Sin embargo, también se identificaron desafíos, como la necesidad de una correcta preparación y uso del material educativo, el acceso equitativo a las tecnologías necesarias y la capacitación docente. En conclusión, el Flipped Classroom, cuando se implementa adecuadamente, tiene el potencial de transformar el aprendizaje, promoviendo no solo el conocimiento académico, sino también el desarrollo de hábitos saludables y habilidades para la vida.

    Palabras clave: Educación. Flipped Classroom. Hábitos saludables.

 

Resumo

    A metodologia da Flipped Classroom surgiu como uma estratégia inovadora que redefine a dinâmica tradicional do ensino, capacitando os alunos com um papel mais ativo no seu processo de aprendizagem. Esta revisão tem como objetivo examinar os principais benefícios da Sala de Aula Invertida, particularmente em relação à promoção da aprendizagem autónoma, hábitos saudáveis ​​e educação física. Através de uma análise sistemática da literatura académica publicada em diversas bases de dados académicas entre 2015 e 2025, os resultados sugerem que o modelo da Flipped Classroom facilita uma aprendizagem mais interativa e personalizada, melhorando a compreensão dos conceitos e incentivando uma participação mais ativa dos alunos na sua educação. Além disso, esta abordagem promove o desenvolvimento de competências essenciais, como a autonomia, o pensamento crítico e a autorregulação, ao mesmo tempo que aumenta a motivação para aprender. Em disciplinas como a educação física e o desporto, a Flipped Classroom contribui para a assimilação de teorias relacionadas com a saúde e o desempenho físico, permitindo aos alunos aplicar estes conhecimentos de forma prática e eficaz. No entanto, também foram identificados desafios, como a necessidade de preparação e utilização adequadas dos materiais didáticos, o acesso equitativo às tecnologias necessárias e a formação dos professores. Em conclusão, quando implementada corretamente, a Flipped Classroom tem o potencial de transformar a aprendizagem, não só promovendo o conhecimento académico, mas também incentivando o desenvolvimento de hábitos saudáveis ​​e competências para a vida.

    Unitermos: Educação. Flipped Classroom. Hábitos saudáveis.

 

Lecturas: Educación Física y Deportes, Vol. 30, Núm. 333, Feb. (2026)

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Introduction 

 

    The flipped classroom approach has gained significant attention as a transformative educational model, disrupting traditional teaching methods by moving direct instruction outside the classroom and prioritizing active, student-driven learning during class. In recent years, a growing body of research has investigated its impact in various educational settings, revealing benefits such as increased student engagement, improved comprehension, and the cultivation of essential skills. However, differences in how the model is implemented and varying contextual factors require a careful review of existing evidence to assess its effectiveness and potential challenges.

 

    This research is especially pertinent given the continuous need to adapt teaching strategies to meet the demands of 21st-century students, who increasingly require autonomy, teamwork, and technological competence. Addressing these needs is crucial for educators and policymakers who are looking for data-driven approaches to enhance learning outcomes in a rapidly digitizing and diverse educational landscape. By synthesizing findings from both empirical and theoretical studies published between 2015 and 2024, this review aims to provide a thorough analysis of how the flipped classroom model can drive educational innovation, particularly in physical education, where practical skills and theory integration are essential.

 

    The main goal of this review is to examine the key benefits of the flipped classroom, particularly in relation to promoting autonomous learning, healthy habits, and physical education that promotes the holistic development of the student, strengthening both physical health and emotional and social well-being.

 

Methodology 

 

    The present research used a systematic literature review methodology to explore the benefits of the flipped classroom to enhance learning and physical development. The review process involved gathering and analyzing academic papers published between the last ten years. The focus was on both empirical and theoretical research available through prominent and reliable databases.

 

    The selection process included peer-reviewed articles published in English and Spanish that specifically examined the implementation and outcomes obtained, such as improvements in academic performance, the development of cognitive skills, increased student motivation, and effects on the acquisition of habits or behaviors related to physical well-being of the flipped classroom approach across different educational levels and settings, those studies were evaluated based on their relevance, methodological rigor, and the clarity of their findings. Articles were excluded if they lacked empirical data or were not directly related to the flipped classroom method.

 

    Data extraction focused on identifying key factors such as student engagement, academic achievement, the development of skills like critical thinking and autonomy, and the challenges associated with this teaching model. The study designs of the included articles varied, ranging from qualitative case studies to quantitative experimental and quasi-experimental research.

 

Results and discussion 

 

What is Flipped Classroom? 

 

    The flipped classroom is an innovative teaching approach that inverts traditional learning models by shifting direct instruction outside the classroom and prioritizing active, student-centered learning during class time through dialogue and collaborative engagement. In this regard, Bergmann, & Sams (2014) introduced the concept of the flipped classroom as an innovative teaching strategy aimed at enhancing student engagement and active learning. The authors describe how the flipped classroom model alters the traditional classroom dynamic by moving direct instruction outside of class often through videos or online resources and using classroom time for active learning activities such as debate, problem-solving, and collaborative projects. Traditionally, Physical Education (PE) classes in many parts of Latin America, including Argentina, have followed a teacher-centered, lecture-and-practice model, where the teacher leads demonstrations of motor skills or activities and students respond through repetition of these tasks. In this approach, theoretical content is frequently fragmented from practice, being delivered in occasional discussions or through textbook reading rather than integrated with movement and embodied learning (Kirk, 2013). In such traditional frameworks, the teacher often serves as the primary source of knowledge, with limited opportunities for students to engage actively in constructing their understanding or connecting theory with physical activity.

 

    In this concern, David Kirk’s models-based practice framework critiques traditional PE for its narrow focus on skill execution and sport techniques without systematically aligning learning outcomes, pedagogical strategies, and content for deeper educational value (Kirk, 2013). He advocates for pedagogical models that foreground autonomy, meaning, and broader educational outcomes, rather than mere repetition of physical tasks. This perspective aligns with reconstructing PE curricula to emphasize physical literacy and critical engagement with activity contexts. (Kirk, 2013)

 

    In contrast to traditional practice, active methodologies like the flipped classroom prompt students to engage before, during, and after class, creating a richer learning environment where theoretical concepts and physical practice are tightly integrated. Evidence shows that in PE, flipped classroom implementations can increase student engagement, improve motor and social competence, and elevate academic performance when compared with traditional instruction (Gosálbez-Carpena et al., 2022). In Latin American settings, although research remains emergent, studies indicate that student autonomy, motivation, and critical thinking are fostered more robustly when students interact with content prior to class and use class time for meaningful application (Felgueras Custodio, & Delgado Pintor, 2021). These active approaches contrast with traditional practice by emphasizing student responsibility for learning, collaborative problem-solving, and reflective engagement with both theory and physical activity.

 

    In addition, Tucker (2012) discusses the emerging concept of the flipped classroom, where traditional teaching methods are reversed. This is particularly relevant when contrasted with the long-standing instructional approaches in Physical Education (PE). Traditionally, PE has relied on teacher-centered and technically oriented methods, such as the directive model, where the teacher demonstrates motor skills and students reproduce them; the technical-sport model, which prioritizes the execution of standardized techniques and sport-specific drills; and the command style. In this sense, Mosston, & Haag (1977) mention traditional lessons characterized by highly structured, repetitive practice with limited opportunities for student decision-making. These conventional approaches often emphasize performance, compliance, and technical mastery rather than conceptual understanding or autonomous learning.

 

    Against this backdrop, the flipped classroom model involves students watching instructional videos or engaging with educational content such as books or didactic platforms at home, allowing for more interactive and application-focused learning during class time. In addition, Tucker highlights the advantages of this approach, such as personalized learning, increased student engagement, and more opportunities for teachers to provide individualized support. By shifting passive learning outside the classroom, class time can be used for problem-solving, collaborative activities, and deepening understanding through real-world application elements that traditional PE methods typically provide only in limited or structured ways. Tucker also addresses the potential challenges of the flipped classroom, including the need for reliable technology, the preparation of effective online content, and ensuring student participation outside the classroom. Overall, the article emphasizes how the flipped classroom offers a flexible and student-centered model that promotes active learning and fosters critical thinking.

 

    Moreover, in the article "A Flipped Classroom Model in Higher Education: A Review of the Evidence Across Disciplines", Al-Samarraie et al. (2020) provide a comprehensive review of the flipped classroom model's effectiveness in higher education. The authors systematically examine existing literature across various disciplines to assess the impact of this teaching strategy on student learning outcomes, engagement, and academic performance. They explore how the flipped classroom approach, which moves traditional lectures outside the classroom and uses class time for active learning activities, has been implemented in diverse subjects, including science, engineering, social sciences, and humanities. The review highlights both the positive outcomes, such as improved critical thinking, student collaboration, and deeper engagement with course material, as well as the challenges, including issues related to technology access, student resistance, and the need for careful planning and support. The authors conclude that while the flipped classroom model has proven to be effective in enhancing valuable learning experiences, its success depends on various contextual factors, such as the discipline, institutional support, and students' readiness for active learning.

 

Flipped Classroom and Physical Education 

 

    Despite the growing body of research on the flipped classroom in academic subjects mainly in science, mathematics, language and arts, there remains a lack of comprehensive information about its application in promoting healthy habits; however, there is some relevant details about physical education and pros in formal education. In this sense, Moya et al. (2022) explore the application of the flipped classroom model in physical education and assess its effects on student learning outcomes. The authors examine how shifting traditional teaching methods where direct instruction is moved outside the classroom and in-class time is devoted to interactive activities can enhance student engagement and participation in PE classes. The study emphasizes that this model allows students to review theoretical concepts at their own pace, while class time is used for practical exercises, skill development, and collaborative activities. The findings suggest that the flipped classroom model in PE leads to improved student understanding, increased motivation, and better physical performance.

 

    In another contribution, Toriola et al. (2010) explore how physical education can serve as a vital tool in fostering social skills among children. The authors emphasize that PE provides an ideal environment for children to engage in activities that promote teamwork, communication, conflict resolution, and empathy. Through structured physical activities, children can learn to collaborate with peers, follow instructions, and navigate social interactions, which are critical for their overall development. The study highlights the importance of incorporating social skill-building elements into PE curricula, as these skills not only benefit students in physical contexts but also enhance their personal and social lives when they are motivated and determined to achieve their goals.

 

    Furthermore, in the article "CLIL Methodology as an Educational Approach to Support Productive Skills for EFL", Silva Herrera (2024) explores how CLIL (Content and Language Integrated Learning) can be used to enhance productive skills in English as a Foreign Language classrooms. While the focus is primarily on language acquisition, the article indirectly relates to the flipped classroom model by promoting active learning strategies where students engage with language content outside of class, leaving in-class time for more interactive, productive activities, much like the principles of flipped learning.

 

Benefits and advantages 

 

    Flipped classroom model has gathered several contributions, in this sense, Bishop, & Verleger (2013) conducted a comprehensive survey of the then-emerging flipped classroom approach, which redefines the traditional instructional model by delivering lecture content outside the classroom (typically through videos but also texts and interactive platforms) and using in-class time for active learning exercises. The authors agreed that the flipped classroom reverses traditional teaching by moving direct instruction to the individual learning space, allowing classroom time for interaction, problem-solving, and collaborative work. In addition, they claim that the model promotes greater student engagement and allows instructors to provide more personalized support. Students reportedly gain a deeper understanding by applying concepts during class. On the other hand, it is mentioned that the implementation requires significant preparation by instructors to create quality materials and redesign activities. There may be resistance from students accustomed to traditional lectures. In conclusion, the flipped classroom has potential as an effective pedagogical strategy but requires thoughtful design, institutional support, and further research.

 

    Moreover, in another study, O’Flaherty, & Phillips (2015) conducted a detailed review to explore the implementation and effectiveness of the flipped classroom model in higher education. Their analysis included a wide range of studies that reported on student outcomes and experiences across different disciplines and institutional settings. The review found that flipped classrooms generally promote greater active learning by encouraging students to engage with course materials before class and participate in collaborative, application-focused activities during class time. This shift leads to increased student satisfaction, motivation, and deeper understanding of the subject matter. However, the authors caution that the success of the flipped classroom heavily depends on the quality and design of the instructional materials provided for pre-class preparation. Inappropriate developed resources can hinder student learning and reduce engagement. Additionally, they highlight the need for adequate support and training for instructors to effectively transition to this teaching model. Overall, the study underscores the potential benefits of the flipped classroom while stressing the importance of thoughtful implementation to maximize its impact on learning. In another contribution, by Van Alten et al. (2019) is presented a meta-analysis that evaluates the overall effects of the flipped classroom model on learning outcomes and student satisfaction. The study concludes that flipped classrooms generally lead to improvements in academic performance and student engagement across a variety of disciplines. The authors found that this teaching approach has a positive impact on students’ ability to understand and retain content, as well as on their motivation to engage with the material, highlighting the potential of flipped classrooms as an effective educational strategy.

 

    In addition, Montenegro Muñoz et al. (2024) explore the impact of the flipped classroom model on academic performance and student autonomy. The study highlights how this teaching approach enhances students' academic results by fostering more active learning and engagement. Additionally, it emphasizes the development of students' autonomy, as they take on a greater responsibility for their learning. The findings suggest that flipped classrooms offer significant benefits in both academic achievement and the cultivation of independent learning skills. From another study, Liu (2017) in her article "The Application of a Flipped Classroom Model in Modern Educational Technology" explores the implementation of the flipped classroom model in the context of modern educational technology. The author analyzes how this approach, which promotes active learning and out-of-class interaction, can enhance the efficiency and effectiveness of teaching in educational environments that utilize advanced technology. Liu discusses the benefits of the flipped classroom model, such as fostering student autonomy and increasing collaboration, and examines the technological tools that facilitate its implementation. Additionally, he highlights the challenges and implications of using this model in higher education, suggesting that its success relies on proper planning and the use of appropriate technological resources.

 

    On the other hand, Mortensen, & Nicholson (2015) research about the effectiveness of the flipped classroom model in enhancing student learning in an Introduction to Equine Science course. In this model, students viewed 7.5 hours of recorded lectures asynchronously and engaged in active learning during scheduled class times through individual, paired, and group activities. The study involved 130 students who participated in the flipped format and compared their performance with 173 students from earlier semesters who experienced traditional lectures. Results indicated that students in the flipped classroom scored higher on all three in-class exams. Additionally, critical thinking skills, as measured by the Cornell Critical Thinking Exam, improved significantly from pretest to posttest. Students rated the flipped classroom positively, with a mean enjoyment score of 4.4 out of 5. They also reported increased instructor availability, encouragement of independent and creative thinking, and greater learning outcomes compared to traditional formats. The study concludes that the flipped classroom is a modern and effective approach to teaching, aligning with the learning preferences of today's students and enhancing educational outcomes in undergraduate courses.

 

    Furthermore, Akçayır, & Akçayır (2018) in their study “The Flipped Classroom: A Review of Its Advantages and Challenges”, discuss both its benefits and challenges of applying flipped classroom in education. The authors highlight the advantages, such as increased student engagement, personalized learning, and improved academic performance. The flipped classroom encourages active learning by shifting traditional lectures inside and outside the classroom and allowing more interactive, student-centered activities during class time. However, the article also addresses the challenges of this model, including resistance from both students and instructors, technological issues, and the need for careful planning and preparation. The authors suggest that while the flipped classroom has great potential, its success depends on effective implementation and overcoming these challenges. In a different study, Desa, & Abd Halim (2022) analyze the implementation of the flipped classroom approach in secondary or high school education, highlighting its advantages and challenges. Based on a review of ten selected articles, the authors found that this blended learning method combining online and in-person learning can enhance student motivation, promote active learning, increase teacher-student interaction, and improve academic performance. However, the study also identifies several challenges: preparing instructional materials is time-consuming, some teachers lack the technical skills to create educational videos, students may be unmotivated to watch pre-class videos, and some struggle to understand the content presented in those videos. The authors conclude that addressing these issues is essential for creating more effective flipped classroom environments in the future.

 

    In addition, Anjomshoaa et al. (2022) provide an overview of the flipped classroom model's impact on student learning outcomes in medical education. By reviewing 14 systematic reviews and meta-analyses encompassing 699 studies published between 2010 and 2022, the authors assess the effectiveness of FC compared to traditional teaching methods and corroborate the positive impact in learning outcomes.

 

Limitations and challenges 

 

    While the Flipped Classroom model offers numerous benefits, several studies have identified notable drawbacks. Kraml (2024) outlines several key disadvantages, including:

• Technology Dependence: The FC model requires reliable access to technology and the internet. Students without consistent access to these resources may encounter difficulties in engaging with pre-class materials, potentially creating disparities in learning opportunities.

• Learning Style Mismatches: Not all students are suited to self-directed learning environments. Some may prefer more structured, instructor-led sessions, finding the FC model challenging, which could negatively affect their learning outcomes.

• Assessment Challenges: Measuring student engagement and understanding in the flipped classroom can be complicated. Traditional assessment methods may not fully capture the depth of learning in this model.

• Instructor Preparation Time: Creating high-quality pre-class materials, such as videos and interactive content, requires significant time and effort from instructors, which can be a barrier, particularly in resource-limited settings.

    Similarly, Mango (2021) explores students' perceptions of using Flipgrid in Arabic as a Foreign Language (AWL) classrooms. Despite the generally positive outcomes, 27% of learners reported the absence of prompt feedback as a hindrance to the model’s effectiveness. In another research, Lepkova et al. (2024) identify several challenges that may undermine the proper implementation of the flipped classroom model:

• Technical Challenges: Students reported difficulties related to technological limitations and technical issues, which disrupted their learning experience.

• Time Constraints: Both students and instructors faced time pressures. Students struggled to allocate adequate time for preparing lecture materials, while instructors experienced an increased workload due to the preparation of online content and the management of various digital tools.

• Resistance to Change: Some students displayed resistance to the flipped classroom approach, potentially due to previous habits or unfamiliarity with the model.

• Inadequate Video Content: There were concerns about the duration and quality of pre-class video lectures, which at times failed to effectively convey the required content.

• Instructor Challenges: Teachers encountered difficulties in engaging students, utilizing diverse tools, and fostering active participation, which added to their workload and required additional effort.

    In line with these challenges, McNaughton, & Bhardwaj (2022) also note that the flipped classroom model can increase preparation time, demand extra student motivation, and present technological difficulties, all of which can hinder its successful implementation.

 

Conclusions 

 

    The flipped classroom model significantly boosts student engagement by providing a dynamic, student-centered learning environment. By flipping the classroom, the typical lecture-based instruction is moved and modified outside the classroom, freeing up in-class time for more interactive and productive tasks, such as debates, role-playing, and group discussions in all subjects. This approach allows students to engage more deeply with both language and content, fostering a more active and participatory learning process that can improve language acquisition when students apply commands in physical education classes.

 

    The flipped classroom model allows learners to engage with instructional content at their own pace before coming to class, ensuring they are well-prepared for active participation. In the context of physical education, this model enables students to review theoretical concepts related to health, fitness, or techniques outside of class, such as through video demonstrations, readings or educational projects. As a result, in-class time can be dedicated to more interactive and hands-on activities, where students apply what they've learned in real-life scenarios. This approach fosters personalized, skill-building experiences that not only enhance physical competencies but also support the development of higher order skills like critical thinking, problem-solving, and collaboration.

 

    Even though the flipped classroom offers significant benefits, its successful implementation requires careful planning, sufficient resources, and alignment with educational goals and student needs. Teachers must design effective pre-class materials, such as videos or readings, to ensure students acquire foundational knowledge. In class activities should be structured to encourage active participation and collaboration. Additionally, technical challenges, including ensuring equitable access to digital tools and addressing varied levels of digital literacy, need to be addressed. For the flipped classroom to be effective, educators must be properly trained, and schools must have the infrastructure to support the model's integration into the curriculum.

 

References 

 

Al-Samarraie, H., Shamsuddin, A., & Alzahrani, A.I. (2020). A flipped classroom model in higher education: a review of the evidence across disciplines. Educational Technology Research and Development, 68(3), 1017-1051. https://doi.org/10.1007/s11423-019-09718-8

 

Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126(1), 334-345. https://doi.org/10.1016/j.compedu.2018.07.021

 

Anjomshoaa, H., Ghazizadeh Hashemi, A.H., Jasim Alsadaji, A., Jasim Mohammed, Z., & Masoudi, S. (2022). The effect of flipped classroom on student learning outcomes; an overview. Medical Education Bulletin, 3(2), 431-440. https://www.medicaleducation-bulletin.ir/article_145743.html

 

Bergmann, J., & Sams, A. (2014). Flipped learning for science instruction (Vol. 1). International Society for Technology in Education.

 

Bishop, J.L., & Verleger, M.A. (2013). The flipped classroom: A survey of the research. Proceedings of the 120th ASEE Annual Conference & Exposition, 1-18. https://doi.org/10.18260/1-2--22585

 

Desa, N.A.M., & Abd Halim, N.D. (2022). Flipped classroom in secondary school or high school education: A review of its advantages and challenges. Innovative Teaching and Learning Journal, 6(2), 1-8. https://doi.org/10.11113/itlj.v6.81

 

Felgueras Custodio, N., & Delgado Pintor, M. (2021). Experiencia didáctica empírica sobre la clase invertida en el área de Educación Física. Retos, 42(1), 83002. https://doi.org/10.47197/retos.v42i0.83002

 

Gosálbez-Carpena, P.A., García-Martínez, S., García-Jaén, M., Østerlie, O., & Ferriz-Valero, A. (2022). Aplicación metodológica flipped classroom y Educación Física en enseñanza no universitaria: Una revisión sistemática. Journal of Sport and Health Research, 14(2). https://doi.org/10.58727/jshr.94694

 

Kirk, D. (2013). Educational value and models-based practice in physical education. Educational Philosophy and Theory, 45(9), 973-986. https://doi.org/10.1080/00131857.2013.785352

 

Lepkova, N., Gülseçen, S., & Talan, T. (2024). Flipped classroom method application case study analysis. Baltic Journal of Modern Computing, 12(2), 150-164. https://doi.org/10.22364/bjmc.2024.12.2.02

 

Liu, M. (2017). The application of a flipped classroom model in modern educational technology. International Journal of Continuing Engineering Education and Life Long Learning, 27(1-2), 57-71. https://doi.org/10.1504/IJCEELL.2017.080994

 

Kraml, M. (2024). Advantages and disadvantages of flipped classroom in adult education using distance learning for learning programming. EPH-International Journal of Educational Research, 8(1), 26-31. https://www.researchgate.net/publication/378763326

 

Mango, O. (2021). Flipgrid: Students' Perceptions of Its Advantages and Disadvantages in the Language Classroom. International Journal of Technology in Education and Science, 5(3), 277-287. https://doi.org/10.46328/ijtes.195

 

McNaughton, L., & Bhardwaj, N. (2022). The Flipped Classroom. Teaching Psychiatry to Undergraduates, 130-137. Cambridge University Press.

 

Montenegro Muñoz, ME, Bernal Párraga, AP, Vera Peralta, YE, Moreira Velez, KL, Camacho Torres, VL, Mejía Quiñonez, JL, & Poveda Gavilanez, DM (2024). Flipped Classroom: impacto en el rendimiento académico y la autonomía de los estudiantes. Ciencia Latina Revista Científica Multidisciplinar, 8(3), 10083-10112. https://doi.org/10.37811/cl_rcm.v8i3.12139

 

Mortensen, C.J., & Nicholson, A.M. (2015). The flipped classroom stimulates greater learning and is a modern 21st century approach to teaching today's undergraduates. Journal of animal science, 93(7), 3722-3731. https://doi.org/10.2527/jas.2015-9087

 

Mosston, M., & Haag, H. (1977). Teaching Physical Education from Command to Discovery. Sportwissenschaft, 7(4), 420-421. https://doi.org/10.1007/BF03177333

 

Moya, R.M., Guillot, A.H., Ruiz, E., & Montero, P.J.R. (2022). Impacto de una experiencia Flipped Classroom en las percepciones sobre el aprendizaje del alumnado de Ciencias de la Actividad Física y el Deporte. Espiral. Cuadernos del profesorado, 15(30), 95-107. https://doi.org/10.25115/ecp.v15i30.7133

 

O'Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25(1), 85-95. https://doi.org/10.1016/j.iheduc.2015.02.002

 

Silva Herrera, R.M. (2024). CLIL methodology as an educational approach to support productive skills for EFL. Lecturas: Educación Física y Deportes, 29(311), 195-206. https://doi.org/10.46642/efd.v29i311.7266

 

Toriola, A.L., Amusa, L.O., Patriksson, G., & Kougioumtzis, K. (2010). Physical Education as a tool for developing health and social skills: Results of a pilot study in South Africa and Sweden. African Journal for Physical Health Education, Recreation and Dance, 16(3), 327-342. https://hdl.handle.net/10520/EJC19653

 

Tucker, B. (2012). The flipped classroom: Online education at home and at school. Education Next, 12(1), 82-83. http://educationnext.org/the-flipped-classroom/

 

Van Alten, D. C., Phielix, C., Janssen, J., & Kester, L. (2019). Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis. Educational Research Review, 28, 100281. https://doi.org/10.1016/j.edurev.2019.100281https://doi.org/10.1016/j.edurev.2019.05.003

Lecturas: Educación Física y Deportes, Vol. 30, Núm. 333, Feb. (2026)