Flipped in response to diversity. No one behind, no one outside
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The greatest learning in times of pandemic by COVID-19 is that schools and students are more self-directed in their own teaching and learning often get better results. Self-direction strengthens the engagement of all students, generates authenticity of learning, and helps schools respond to ameliorate emerging inequities. More responsive in equity and quality for students at vulnerable risk. The methodological crisis confronts disagreements about what to teach, how to teach and the implications for educational equity. This unprecedented situation changed curricular plans, access to broadband infrastructures, digital public policies were legislated. Technology and online learning are innovations focused on helping cohesion, strategic, educational goals and outcomes. This academic paper presents a systematic analysis of academic research, applying bibliometric indicators and cluster analysis, which define the current state of flipped classroom in students with educational needs from the perspective of the literature. For this purpose, a high impact database was used, a total of 567 articles, published between 2013 and 2020, were analyzed. The new modality of distance education made us reflect on educational needs. Based on the idea of reversing classes, the most enriching sessions consist of talking about what we read. It is satisfying to share that experience with the students, with the difference that the work we do is sometimes closer to the practical, to the kind of activities we call homework. The findings also show how this is a relatively recent and highly trending field of study, with a direct impact on all levels of education.
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