  This article discusses the process of creating, implementing and experiencing
Flipped Learning in a Multivariable Calculus course for second year engineering
students. We describe the construction of the teaching material, consisting of
short videos for pre-class preparation and aligned worksheets for in-class
dynamics, and the activities that were conducted. We discuss difficulties and
key aspects to be considered while creating this material and during
implementation of Flipped Learning. We present how students reacted to
pre-class preparation and how in-class dynamics developed during
implementation. We show results on students performance and perception when
enrolling in a flipped classroom section. We present comparative results on
students performance of a section taught with Flipped Learning vs a parallel
section thought in the traditional expository way. We could conclude that
flipped courses show similar results in passing percentage than traditionally
taught courses, that student's perceptions are generally mixed, and we
perceived that students repeating the course preferably do not choose flipped
classes. Finally, we discussed the methodological evolution of this course
converging to a mixed methodology throughout a four year period, observing that
the instructors evaluation decreases in classes that were flipped. Mixed
methodologies on the other hand, increased the learning experience of students
resulting in an increased instructors evaluation score and higher students
enrollment in the course.
