The impact of flipped classroom on the perception, motivation, and academic results of university students

Abstract

This study aims to assess the impact of a flipped classroom approach on active and collaborative learning, which are characteristic of the XXI century society. The methodology is applied during a business administration and management course at a university in Spain. The results show that: 1) practical activities improved a priori student expectations, which are linked with students’ evaluations and opinions about the methodology; 2) comparing both groups (experimental and control) shows that the experimental group improves in both motivation and academic results, but this is not statistically significant. It is concluded that applying a flipped classroom methodology, when compared to traditional methods, increases student motivation for the course