Pedagogical innovation is one of the constant challenges in Higher Education because it combines frameworks of educational systems, adaptation to society’s changes and needs for employment, curricula, technological transformations and recent trends in research in the area of education and pedagogy. This article aims toanalyze the challenges of pedagogical and technological innovation and present the flipped classroom model as one of the successful strategies in current pedagogy, namely in Higher Education. Nowadays, in active learning, the studenttakes on a more active mission, in which he solves problems, develops projects and creates opportunities for the construction of knowledge. This concept has been promoted through several strategies using research, gamification, Problem Based Learning (PBL) and the “flipped classroom” concept, which MIT and Harvard have used and deeply researched. These universities have explored innovation and educational technologies, with a focus on the student, who studies before class, making the classroom an active learning space, with practical activities, accompanied by theteacher, who now has a new mission, different from the traditional content presentation. Therefore, the theoretical basis of the article is focused on pedagogical and technological innovation, active methodologies and the strategy of the “flipped classroom”. The coronavirus pandemic has turned the world upside down and made us take a fresh look at innovative blended learning technologies and, in particular, flipped classroom technology. The article discusses theprinciples on which the learning process in the "flipped classroom" model should be based. The platforms and services that provide the most effective transfer of materials to students for study and are maximally focused on the independentwork of students are discussed. The indicators of adaptation of students to the conditions of blended learning are analyzed (actual results of educational activities; degree of student satisfaction with the results of their educational activities; self-assessment of readiness to use remote learning technologies in the educational process; formation of skills and abilities of independent work and self-organization).

1.
M.
Flores
. Contributions to (re)think teacher training in CNE (Ed.) Basic Law of the Educational System.
Balance and Prospective
(
Lisbon
:
National Council of Education
),
773
810
(
2017
).
2.
A.
Hargreaves
.
Teachers, culture and postmodernity: changing times, changing teachers.
(
Madrid
:
Morata
), (
2005
).
3.
J.
Ponte
.
Information and communication technologies in teacher education: what challenges?
Ibero-American Journal of Education
,
24
, (
2000
).
4.
R.
Capone
,
P.
De Caterina
&
G.
Mazza
.
Blended learning, flipped classroom and virtual environment: challenges and opportunities for the 21st century students
.
Proceedings of EDULEARN17 Conference
, (
2017
).
5.
S.
McLean
,
S.M.
Attardi
,
L.
Faden
, &
M.
Goldszmidt
.
Flipped classrooms and student learning: Not just surface gains
.
Advances in Physiology Education
,
40
(
1
),
47
55
. ,(
2016
).
6.
N.T.T.
Thai
,
B.
De Wever
&
M.
Valcke
.
The impact of a flipped classroom design on learning performancein higher education: Looking for the best “blend” of lectures and guiding questions with feedback
.
Computers & Education
,
107
,
113
126
. , (
2017
).
7.
M.B.
Gilboy
,
S.
Heinerichs
&
G.
Pazzaglia
.
Enhancing student engagement using the flipped classroom
.
Journal of Nutrition Education and Behavior
,
47
(
1
),
109
114
. , (
2015
).
8.
Tao
Tang
,
Atef M.
Abuhmaid
,
M.
Olaimat
,
D.M.
Oudat
,
M.
Aldhaeebi
&
E.
Bamanger
.
Efficiency of flipped classroom with online-based teaching under COVID-19
,
Interactive Learning Environments
, DOI: , (
2020
).
9.
C.P.
Talley
&
S.
Scherer
.
The enhanced flipped classroom: Increasing academic performance with studentrecorded lectures and practice testing in a” flipped” STEM course
.
The Journal of Negro Education
,
82
(
3
),
339
347
. , (
2013
).
10.
S.
Arnold-Garza
.
The Flipped Classroom Teaching Model Communications in Information Literacy
8
(
1
), (
2014
).
11.
C.
Romero-García
,
O.
Buzón-García
&
J.
Touron
.
The flipped learning model in online education for secondary teachers
.
Journal of Technology and Science Education
,
9
(
2
),
109
121
. , (
2018
).
12.
J.
Collado-Valero
,
G.
Rodríguez-Infante
,
M.
Romero-González
,
S.
Gamboa-Ternero
,
I.
Navarro-Soria
,
R.
Lavigne-Cerván
.
Flipped Classroom: Active Methodology for Sustainable Learning in Higher Education during Social Distancing Due to COVID-19
.
Sustainability
,
13
,
5336
. , (
2021
).
13.
Campillo-Ferrer
&
Miralles-Martínez
.
Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19
Pandemic Humanities and Social Sciences Communications.
8
:
176
, (
2021
).
14.
A.S.N.
Agung
,
M.W.
Surtikanti
,
C.A.
Quinones
.
Students’ perception of online learning during COVID-19 pandemic: a case study on the English students of STKIP Pamane Talino
.
SOSHUM
10
(
2
):
225
235
. , (
2020
).
15.
F.
Yildirim
&
S.
Kiray
.
Flipped classroom model in education
.
Research Highlights in Education and Science.
2
8
, (
2016
).
16.
R.
Weinhandl
,
Z.
Lavicza
&
T.
Houghton
.
Designing online learning environments for flipped approaches in professional mathematics teacher development
.
Journal of Information Technology Education: Research
,
19
,
315
337
. , (
2020
).
17.
H.
Mok
.
Teaching Tip: The Flipped Classroom Journal of Information Systems Education
,
25
(
1
),
7
12
, (
2014
).
18.
O.
Kovalenko
,
T.
Bondarenko
,
O.
Kupriyanov
,
I.
Khotchenko
.
Allocation of Latent Variables from Big Datain Institutional Researches of Engineering Teachers
. In:
Auer
M.
,
Hortsch
H.
,
Sethakul
P.
(eds)
The Impactof the 4th Industrial Revolution on Engineering Education. ICL 2019. Advances in Intelligent Systems and Computing
,
1135
.
288
296
. , (
2020
).
19.
O.E.
Kovalenko
,
L.M.
Cardoso
,
O.
Kupriyanov
and
T.S.
Bondarenko
.
Online education and monitoring of quality indicators of e-learning
.
IOP Conf. Series: Materials Science and Engineering
1031
.
012118
. , (
2021
).
This content is only available via PDF.
You do not currently have access to this content.