E. Caballano-Infantes 1, L.G. Borrego 2, D.E. Di Zeo-Sánchez 1, P. Sánchez-Núñez 1, B. Delgado-Martín1, C. Sánchez-Gómez1, I. Brichette-Mieg 3, J. Terrón-Bautista 4, A.D. Marrero 1

1Universidad de Málaga (SPAIN)
2Université de Lyon 1 (FRANCE)
3Instituto de Investigación Biomédica de Málaga (IBIMA) (SPAIN)
The flipped classroom is a pedagogical methodology focused on giving students a leading and active role in the educational process. This methodology, under the supervision of a tutor, tries that the students prepare the contents of the syllabus outside the classroom to later come to class and work on it, solving doubts, creating debates, and promoting the development of individual critical thinking [1]. In short, this methodology aims to promote an active dynamic by carrying out a series of activities that promote the development of the necessary cognitive skills and key competencies, detailed by the educational system, to have a complete and flexible academic and personal training, adapted to the diversity and inclusive.

The flipped classroom, along with other innovative teaching methodologies such as gamification, augmented reality or problem-based learning has emerged as a need for contextualization of the syllabus and improvement of educational quality. Some of its advantages described include the increase in class participation and therefore an increase in motivation [2]. Recently, due to the COVID-19 pandemic caused by the SARS-COV-2 coronavirus, the flipped classroom has been on the rise, since due to the impulse of ICT (information, communication, and technology) it allows the process to continue education in a remote teaching context [3].

To the best of our knowledge, no one has recently studied the impact of this methodology in the literature. Therefore, the objective of this work is to provide a useful insight into the scientific output on flipped classroom research during the COVID-19 pandemic. For this, a scientometric analysis was carried out, revealing the recent investigation structure: authors, countries, sources, and organizations that have made the most significant contribution to the development of this discipline. In this line, scientometric assessment has allowed a novel evaluation of the tendencies and effects of the pandemic in scientific production in the educational research area of the flipped classroom.

In this study we found that Journal of Chemical Education is the most relevant source, belonging to Q3 quartile in Journal Citation Report (JCR) of 2019 in Chemistry Multidisciplinary and Education Scientific disciplines categories. The current study shows that Bai S and Hew KF are the most relevant authors in this field of research. Regarding the most relevant affiliations we found that Harvard Medical School and Babeș-Bolyai University from Romania are in the top of this ranking. Finally, our study shows that USA and China are the main countries in scientific production of flipped classroom methodology. In the current work we show the impact of COVID-19 on flipped classroom research in order to improve cooperation networks in this field.

[1] Bergmann, J. & Sams, A. Flip your classroom: Reach every student in every class every day. International society for technology in education. (2012).
[2] Gilboy, M. B., Heinerichs, S. & Pazzaglia, G. Enhancing student engagement using the flipped classroom. J. Nutr. Educ. Behav. 47, 109–114 (2015).
[3] Sohrabi, B. & Iraj, H. Implementing flipped classroom using digital media: A comparison of two demographically different groups perceptions. Comput. Human Behav. 60, 514–524 (2016).