FLIPPED CLASSROOM: BIBLIOMETRIC ANALYSIS AND CONTRIBUTIONS OF TEACHING AND LEARNING IN HIGHER EDUCATION BETWEEN 2019 AND 2023

The objective of this article was to carry out a bibliometric study on the active methodology of the flipped classroom, highlighting its contributions to the teaching and learning process. The data collection method consisted of a bibliometric analysis on the topic of the flipped classroom. For this, scientific articles indexed in the Scientific Electronic Library Online (SciELO) database were selected. The descriptors used at the time of the search were flipped classroom, learning and higher education. In total, 19 scientific articles published in the last five years (2019-2023) were selected. In the bibliometric analysis, it was found that of the total works analyzed, 73,6% (n = 14) were published in the years 2021 and 2022. Scientific publications demonstrated that the flipped classroom has contributed at higher education to improving teaching teaching and student learning, as well as increasing motivation and autonomy. The word learning was among the most cited among all the articles analyzed. The flipped classroom must be an active methodology present in the training of students in higher education, as it presents several benefits for the construction of solid and collaborative knowledge between students and teachers.