  Between 2017 and 2019, a standard Linear Algebra course from Instituto
Superior T\'ecnico, University of Lisbon, used virtual learning content, mainly
videos and formative assessment, delivered at the institution's MOOC platform
to support a flipped classroom strategy. This strategy has involved around 100
first-year Computer Science enrolled students each year and was implemented by
a faculty member of the Department of Mathematics. The flipped classroom was
pedagogically developed and underwent new evaluations each year, with positive
impacts on the way students and teachers work during the semester, within the
context of teaching/learning mathematics. We will present and discuss the
improvements and the results of this three-year hybrid experiment, analysing
data from students' responses to questionnaires, online course completion
rates, and data collected from students' final grades in the Linear Algebra
course. Based on the findings, we have reason to believe that similar flipped
classroom practices are a good response to the necessary changes in higher
education towards more student-centred practices, especially in the areas of
STEM higher education.
