Integrating flipped learning pedagogy in higher education : fitting the needs of covid-19 generation

Abstract EN

During COVID-19 pandemic lockdown, new pedagogies in higher education environments were introduced.

Educational activities were carried out remotely using websites, digital platforms…etc.

Though online learning contributed a lot in saving students’ academic outcome; yet, it cannot reduce from the importance of face-to-face classroom instruction.

The “Flipped Learning” classroom, another facet of Blended Learning, which makes an efficient use of class time, offers a teaching/learning environment that enhances students’ learning outcomes.

Adopting this approach in higher education becomes a suitable alternative both for teachers and students especially with the resumption of face-to-face studies within the new protocol set up for the academic year 2020-2021.

This paper attempts to investigate students’ knowledge and awareness about this new pedagogy; mainly that the FL classroom has proved efficient in multiple English as Foreign Language (EFL) settings.

To reach the study objective, this descriptive analytical investigation delves into EFL learners’ learning experience within FL model so to facilitating the safe integration of this teaching/learning approach in higher education, and to empower EFL teachers surmount the major teaching/learning challenges to meet COVID-19 generation students’ needs and aspiration.