Abstract
Flipped classroom is a teaching model that has become popular because it improves learning and student satisfaction. However, the perception of some teachers is not unanimous and there is no agreement on what factors make this model work. In this paper we analyse the opinions of our students collected over the last six years in which we have applied the flipped classroom, with the intention of studying the reasons they give for considering it a better methodology than the traditional lecture class. The opinions, collected through a survey, confirm that the flipped classroom is effective only if it is designed and implemented properly, i.e. providing good resources, making a good design of the activities, and using the class to solve doubts, receive feedback and deepen what has been learned. Feedback from the two courses affected by the pandemic, where classes were conducted online, indicates that this methodology is robust and easily adaptable to online teaching.
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