THE ROLE OF THE TEACHER IN THE IMPLEMENTATION OF FLIPPED LEARNING IN HIGHER EDUCATION

Abstract

This paper examines the impact of the flipped classroom model in higher education, focusing on its influence on the professor’s role, learning outcomes, and student engagement, to analyze its benefits and limitations in the academic context. To this end, a literature review and a comparative analysis of previous studies related to the flipped classroom model in university settings were conducted. Findings indicate that the flipped classroom encourages greater student participation and motivation, resulting in increased engagement during class sessions. However, this increased student participation does not always lead to significant improvements in academic performance, aligning with studies that suggest student outcomes are not necessarily enhanced as a direct result of this model. It is emphasized that, although students demonstrate a more engaged attitude, the actual impact on academic achievement largely depends on additional factors such as professor preparation, curricular design, and assessment methods. This highlights the importance of solid faculty training to implement the flipped classroom effectively. In conclusion, the success of this approach requires instructors to adopt a flexible mindset, able to adjust to students’ specific needs while promoting active and reflective learning processes. Furthermore, key areas for future research are identified, including the role of digital tools in strengthening academic performance and the need to revise evaluation strategies to align with the principles of the flipped classroom.