The current moments lead us to search for different strategies and modalities for the teaching-learning process, where face-to-face work has prevailed for a long time until the arrival of the pandemic (Covid-19) to migrate to a ubiquitous job. The objective of the study is to analyze the relationship that exists between the instructional cognitive model and its implications of using flipped learning as a methodology to acquire meaningful learning where teachers assign instruction through a recorded video. This study was carried out with a quantitative approach, with a correlational descriptive design, 60 students from a public university voluntarily participated, the same ones who are finishing their higher studies and were selected with an intentional non-probabilistic sampling, the instruments used were two surveys, one for flipped learning and the other for cognitive instructional design. The results reveal a level of high cultural relevance in the learning environment developed by the teacher who uses flipped learning with university students. It is concluded that from the perception of the students there is a positive correlation and that it is conditioned that flipped learning will be successful or adequate to the extent that the cognitive instructional approach is efficient.