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Flipped classroom is a form of active learning that requires students participation in learning activities. This innovative method that allows for flexible classes transforming the student into a proactive participant with self-evaluation capacity. Active learning strategies are student-centred instructional activities that requires students to ‘do things’ and think about and reflect on what they are doing. The preparatory phase of the class, as well as the precise instructions offered to the student, are considered critical for the success of the flipped classroom design, as they serve to adequately prepare students for productive participation in face-to-face sessions. The effectiveness and success of this methodology is influenced by these factors.

The purpose of this study was to determine the effectiveness of the flipped classroom approach to diverse teaching experiences in Higher Education. The approach to flipped learning has been carried out in two levels, initially in the development of a laboratory practice and then in the learning of a theoretical subject.

A total of 70 undergraduate students divided into two academic courses have participated in the study. Academic performance and training satisfaction were investigated. Results indicated substantial differences in training satisfaction between the two groups, with the students in the practice laboratory group performing significantly better. The analysis of the impression of the students in the development of this activity has been taken into account. In both cases the students propose improvement actions of the experience.

This study provides certain ideas on how to propose this active learning at higher levels of education, leading to guidelines to planning and designing teaching activity in a context of flipped learning.