Abstract:

The success in the student grades when the flipped classroom methodology is applied versus the traditional class is directly related to a set of variables. The first variable is the degree of understanding of the meaning of this methodology to the students. Autonomous work and self-learning play an important role from the beginning. A second variable is the design of activities and work and materials that encourage to the student to investigate, analyze and study the contents and competences included in the course plan. The monitoring task of the teacher is essential in this phase in order to achieve the aims of the course and to keep the motivation of the student. The last variable to take into account is the density of students in the classroom in order to validate the acquisition of knowledge and competences. The paper analyses the experience applied to the Financial Mathematics course of the Public Management and Administration degree attached to the Faculty of Law - University of Barcelona. The planning carried out is detailed, as well as the results obtained in the evaluation process that culminate with high grades of the students.

Keywords:

Flipped classroom, autonomous work, self-learning financial mathematics, public administration and management degree.