Flipped classroom model (FCM) and educational videos have been applied in several subjects related to thermal engineering. Results have been evaluated by questionnaires, observation in the classroom and also number of videos visualization. In general, students evaluate positively the application of the new methodologies, although some suggestions for improvement have been obtained. In particular, the use of videos can reduce some of the difficulties of FCM related to previous preparation by students. Finally, students’ marks have been compared to number of videos watched, and a positive (although weak) trend has been seen.
