Resumen

CONDOR-CAMPOS, Beatriz; MAXIMILIANO-VELASQUEZ, Dionicia Victoria; PARRAGA-PANEZ, Alejandro  y  ARRIETA-AMAYA, Elizabeth. Bibliometric mapping of the flipped classroom as a strategy for independent learning in students. Revista InveCom [online]. 2026, vol.6, n.1, e601096.  Epub 15-Jul-2025. ISSN 2739-0063.  https://doi.org/10.5281/zenodo.15612725.

The flipped classroom model revolutionizes conventional instruction by placing emphasis on the student, who assumes a more active and independent role in the learning process. In this sense, the objective of this study was to conduct a bibliometric mapping of the academic literature on the flipped classroom as a strategy for developing autonomous learning in students, between 2013 and 2025. To do so, a bibliometric approach was applied, selecting 144 Scopus publications with the English keywords "flipped classroom" and "autonomous learning." Variables such as country, author, type of publication, source, and document type were analyzed. The results show growing interest, with a 35.4% increase in publications between 2020 and 2024. China stands out with 35% of the world's scientific production. The journal BMC Medical Education was the most relevant source, with five publications, while Lin was the most cited author, with two articles published in 2018 and 2019 and 174 citations. Furthermore, 93.1% of publications are scientific articles, with social sciences representing the most developed field at 38%. In conclusion, there is a sustained trend in research on the flipped classroom as a method for promoting independent learning, reflected in the diversity of authors, geographic dispersion, institutional collaboration, and production in various thematic areas. This bibliometric analysis thus establishes a solid foundation for future research.

Palabras clave : flipped classroom; independent learning; student.

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