Flipped en respuesta a la diversidad. Nadie atrás, nadie a fuera
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El mayor aprendizaje en tiempos de pandemia por la COVID-19 es que las escuelas y los estudiantes son más autodirigidos en su propia enseñanza y aprendizaje a menudo obtienen mejores resultados. La autodirección fortalece la participación de todos los estudiantes, genera autenticidad de los aprendizajes y ayuda a las escuelas a respondera mejorar las desigualdades emergentes. Con mayor respuestaen equidad ycalidad para los estudiantes con riesgos vulnerables. La crisis metodológica enfrenta desacuerdos sobre qué enseñar, cómo enseñar y las implicaciones para la equidad educativa. Esta situación sin precedentes cambio los planes curriculares, el acceso a las infraestructuras de banda ancha, se legislaron políticas públicas digitales. La tecnología y el aprendizaje en línea son innovaciones enfocadas en ayudar a la cohesión, estratégica, objetivos y resultados educativos. Este trabajo académico presenta un análisis sistemático de la investigación académica, aplicando indicadores bibliométricos y análisis conglomerados, que definen el estado actual de flipped classroom en estudiantes con necesidades educativas desde la perspectiva de la literatura. Para ello, se utilizó una base de datos de alto impacto, se analizaron un total de 567 artículos, publicados entre 2013 y 2020. La nueva modalidad de la educación a distancias nos hizo reflexionar sobre las necesidades educativas. Basado en la idea de invertir las clases, las sesiones más enriquecedoras consisten en hablar de lo leído. Es satisfactorio compartir con los estudiantes esa experiencia, con la diferencia de que el trabajo que realizamos a veces se acerca más a lo práctico, al tipo de actividades que llamamos tarea. Los hallazgos también muestran cómo este es un campo de estudio relativamente reciente de alta tendencia, con un impacto directo en todos los niveles educativos.
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