This study aims to shed more light on our understanding of the learning consequences of an emerging pedagogical approach to teaching: the flipped classroom. This approach proposes a change of paradigm in which students are expected to assimilate concepts prior to attending classes with the objective of dedicating class time to the completion of activities that put those concepts into practice. Building on a sample of 219 undergraduate University students from Pablo de Olavide University enrolled on a course in Strategic Management, we compare students taught using a traditional teaching format (control group) with students taught using a flipped classroom format (experimental group). Our results show that the implementation of the flipped learning method has a significant impact on three important learning outcomes: (1) it increases the student's intrinsic motivation for the topic under study; (2) it results in higher exam grades; and (3) it reduces absenteeism.

这项研究旨在让我们更清楚地了解一种新兴的教学方法——翻转课堂——的学习后果。这种方法提出了一种范式的改变，在这种范式中，学生应该在上课之前吸收概念，目的是将课堂时间用于完成将这些概念付诸实践的活动。以 Pablo de Olavide 大学 219 名参加战略管理课程的本科大学生为样本，我们比较了使用传统教学形式（对照组）和翻转课堂形式（实验组）授课的学生。我们的结果表明，翻转学习方法的实施对三个重要的学习成果有显着影响：(1) 增加了学生对所研究课题的内在动机；(2) 考试成绩较高；（3）减少旷工。