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
