Acceso usuarios
Rocío Martínez Jiménez, Carmen Ruiz Jiménez
Flipped learning have emerged in the last decade to make students' learning more active and to enhance learning performance and students’ motivation and engagement. These new approaches have been applied to different subjects at different educational levels. Specifically, in higher education most studies have focused on STEM subjects (see Lundin et al., 2018). In this paper, we present an experience about flipped classroom in two courses related to business management in a Spanish university. Results show that students are very satisfied with the experience and with the summative-formative assessment that has been used. In addition, students consider that their learning process has been better with this new methodology. Certainly, academic results have been improved with flipping courses, compared with traditional lectures. However, this type of methodology implies several challenges for both professors and students (some of them demonstrate resistance) and some limitations must also be considered.
