Influence of the flipped classroom on autonomous learning at the university level: A systematic review

Abstract

University-level learning requires autonomous student development, a need that traditional teaching methods fail to adequately address. This systematic review aims to determine whether there is an influence between the application of the Flipped Classroom (FC) model and the development of autonomous learning in university students through a comprehensive analysis of pedagogical strategies, technological resources, learning outcomes, and cross-curricular skill development across diverse academic disciplines. Using PRISMA methodology, a comprehensive literature search was conducted in Scopus database (2020-2024). From 198 initial publications, 15 studies met the inclusion criteria for systematic analysis. Results indicate that FC implementations predominantly utilize integrated technological ecosystems, including Learning Management Systems (Moodle), multimedia platforms (YouTube), social networking applications (WeChat), and interactive assessment tools. China and Spain emerge as research leaders with six publications each, demonstrating distinct approaches: Spanish studies emphasize pedagogical evaluation across traditional disciplines, while Chinese research integrates advanced technologies, including big data analytics, neural networks, and mobile learning platforms. Consistent positive outcomes include enhanced student autonomy, improved academic performance, increased classroom engagement, and development of cross-curricular competencies, including critical thinking, problem-solving, and metacognitive skills. In conclusion, the Flipped Classroom model creates an effective student-centered learning environment that significantly promotes autonomous learning development when combined with appropriate technological resources and complementary pedagogical approaches, establishing FC as a transformative educational strategy for contemporary higher education.