The Flipped Classroom as a channel for self-learning in Postgraduate Higher Education

Abstract

The study analyzes the implementation of the flipped classroom as a methodological strategy in graduate programs developed in virtual mode. The literature review showed that this approach transforms educational dynamics by moving theoretical instruction outside the classroom and using class time for practical activities, discussion, and analysis. From a constructivist perspective, the flipped classroom promotes self-learning, autonomy and active student participation, fundamental elements in contemporary higher education. The results show that this methodology favors the efficient use of time, the acquisition of superior cognitive skills and the strengthening of collaborative work through technological resources. It also facilitates the personalisation of learning, improves content comprehension and enhances key skills of the 21st century, such as critical thinking and problem-solving. However, its implementation may be limited by the digital divide, resistance to change and the initial teaching workload. The analysis concludes that the flipped classroom is a relevant strategy for virtual postgraduate environments, as long as there is institutional support, adequate resources and student commitment.