Abstract 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.

中文翻译：

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翻转课堂提高学生满意度和学习成绩

摘要 翻转学习在过去十年出现，使学生的学习更加积极，提高学习成绩和学生的积极性和参与度。这些新方法已应用于不同教育水平的不同学科。具体而言，在高等教育中，大多数研究都集中在 STEM 科目上（参见 Lundin 等，2018）。在本文中，我们介绍了西班牙大学在与企业管理相关的两门课程中翻转课堂的经验。结果表明，学生对体验和使用的总结性形成性评估非常满意。此外，学生认为这种新方法使他们的学习过程更好。当然，与传统讲座相比，翻转课程的学术成绩有所提高。然而，