Improving students’ satisfaction and learning performance using flipped classroom

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. •Students' satisfaction improves when flipped classroom methodology is used.•Students' learning performance improves when flipped classroom methodology is used.•This methodology improved significantly the affective-emotional dimension for both the professors and the students.•The relationship within colleagues and between students and professor have been much closer and more spontaneous.•In general, student's perceptions tend to be positive about flipped learning methodology.