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This paper aims to present and describe a higher education experience with Flipped Learning before and during the transformation of education due to the COVID-19 pandemic. In addition, the study analyzes the effectiveness perceived by university students of Flipped Learning for the development of competencies for the 21st century.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Design\/methodology\/approach<\/jats:title><jats:p>For this study, a quantitative methodology is used in which 376 university students fill out a questionnaire after experiencing several sessions with an inverted classroom under both onsite and online instructions.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Findings<\/jats:title><jats:p>On average, the results show a high agreement among students on the benefits or effectiveness that learning designs with Flipped Classroom have on the development of skills that will be useful for their personal and professional future. These competencies include character building, collaboration, communication, citizenship, critical thinking and creativity. At the same time, and depending on some control variables such as the modality of teaching (onsite or online), the course, the predisposition to innovate or previous experience with innovation, significant differences are also observed.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Originality\/value<\/jats:title><jats:p>Education and learning have the need to respond to the different educational and training needs for the future. In this sense, the Flipped Classroom methodology allows the development of skills for the 21st century. In turn, this approach also makes it possible to approach blended learning. Experiences such as the one described in this study will characterize the future of education.<\/jats:p><\/jats:sec>","DOI":"10.1108\/itse-08-2020-0137","type":"journal-article","created":{"date-parts":[[2021,4,5]],"date-time":"2021-04-05T05:13:21Z","timestamp":1617599601000},"page":"189-204","source":"Crossref","is-referenced-by-count":88,"title":["Flipped Classroom model before and during COVID-19: using technology to develop 21st century skills"],"prefix":"10.1108","volume":"18","author":[{"given":"Cecilia","family":"Latorre-Cosculluela","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Cristina","family":"Su\u00e1rez","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Sonia","family":"Quiroga","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Natalia","family":"Sobradiel-Sierra","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Raquel","family":"Lozano-Blasco","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Ana","family":"Rodr\u00edguez-Mart\u00ednez","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"140","published-online":{"date-parts":[[2021,4,6]]},"reference":[{"issue":"7","key":"key2021092014560043100_ref001","doi-asserted-by":"publisher","first-page":"777","DOI":"10.1016\/S1473-3099(20)30226-7","article-title":"COVID-19 and medical education","volume":"20","year":"2020","journal-title":"The Lancet Infectious Diseases"},{"issue":"1","key":"key2021092014560043100_ref002","doi-asserted-by":"publisher","first-page":"7","DOI":"10.15760\/comminfolit.2014.8.1.161","article-title":"The flipped classroom teaching model and its use for information literacy instruction","volume":"8","year":"2014","journal-title":"Comminfolit"},{"issue":"4","key":"key2021092014560043100_ref003","doi-asserted-by":"publisher","DOI":"10.17010\/pijom\/2020\/v13i4\/151825","article-title":"Impact of pandemic COVID-19 on the teaching-learning process: a study of higher education teachers","volume":"13","year":"2020","journal-title":"Prabandhan: Indian Journal of Management"},{"key":"key2021092014560043100_ref004","volume-title":"Flip Your Classroom: Reach Every Student in Every Class Every Day","year":"2012"},{"key":"key2021092014560043100_ref005","volume-title":"Flipped Learning for Elementary Instruction","year":"2016"},{"key":"key2021092014560043100_ref006","doi-asserted-by":"publisher","first-page":"100584","DOI":"10.1016\/j.tsc.2019.100584","article-title":"Methodologies for teaching-learning critical thinking in higher education: the teacher\u2019s view","volume":"33","year":"2019","journal-title":"Thinking Skills and Creativity"},{"issue":"4","key":"key2021092014560043100_ref007","doi-asserted-by":"publisher","first-page":"409","DOI":"10.1111\/jcal.12250","article-title":"Successful stories and conflicts: a literature review on the effectiveness of flipped learning in higher education","volume":"34","year":"2018","journal-title":"Journal of Computer Assisted Learning"},{"issue":"3","key":"key2021092014560043100_ref008","doi-asserted-by":"publisher","first-page":"356","DOI":"10.1111\/ejed.12345","article-title":"Aligning teacher competence frameworks to 21st century challenges: the case for the European digital competence framework for educators (Digcompedu)","volume":"54","year":"2019","journal-title":"European Journal of Education"},{"key":"key2021092014560043100_ref009","unstructured":"Carreira, S. 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