Abío, GemmaAlcañiz, ManuelaGómez-Puig, MartaRubert, GlòriaSerrano, Mònica (Serrano Gutiérrez)Stoyanova, Alexandrina PetrovaVilalta-Bufí, Montserrat2016-06-132016-06-1320162014-1254https://hdl.handle.net/2445/99485Students who have to retake courses at university are often not only lowachieving, but also unmotivated and lacking self-confidence. These problems may be accentuated in large groups of repeater students. In this context, the implementation of new teaching approaches to cater for their needs is a priority. This paper reports the experience of a teaching strategy based on the implementation of flipped classroom, team-based learning, and frequent testing methodologies in large groups of students retaking a subject. The study was carried out during the academic years 2013/14 and 2014/15 at the Faculty of Economy and Business, University of Barcelona (Spain). The results reflect a significant increase in the motivation and academic performance of these students, and validate the application of this strategy in large groups.25 p.application/pdfengcc-by-nc-nd, (c) Abío et al., 2016http://creativecommons.org/licenses/by-nc-nd/3.0/Ensenyament d'economia i empresaInnovacions educativesMotivació de l'aprenentatgeEconomics and business educationEducational innovationsLearning motivationinfo:eu-repo/semantics/workingPaper2016-06-13info:eu-repo/semantics/openAccess