Blended learning through the flipped classroom: teaching experiences at the university

Blended learning is popularized in higher-level education (Bartolome Pina, Garcia Ruiz y Aguaded, 2018; Martin Garcia, Sanchez Gomez y Costa, 2019), and in the flipped classroom (Coufal, 2014; Lucena, Diaz, Rodriguez y Marin, 2019), teachers need to adapt their practices and transform both the content design and the evaluation of learning. The transformation of the pedagogical proposal requires thinking about new teaching practices. This work presents the results of a research on the decisions and teaching actions in flipped classroom proposals at higher level education. Decisions and actions about content design, methodology and evaluation were studied. The didactic processing of the content, the centrality of the student's activity, learning with strong communicative aspects and formative evaluation are the most important axes of the experiences analyzed. These axes allow us to think about the configuration of teaching in educational settings.