ntegrating Flipped learning pedagogy at Algerian Higher education during COVID-19 Students’ perceptions and Teachers’ attitudes

Abstract

he academic research sheds an important light on the integration of flipped classroom pedagogy in Algerian universities. It at hand aims to probe into students‟ and teachers attitudes towards the effectiveness of flipped classroom model as an alternative approach of teaching/learning, have better understanding of its standards, and examine its adequateness especially during the COVID 19 pandemic. To this end, this research opts for a mixed method, combining quantitative and qualitative approaches, and using two structured questionnaires distributed to students and teachers respectively. The first questionnaire is administered to eighty (80) first year LMD students at Ibn Khaldoun University of Tiaret, Algeria, while te second one is directed to ten (10) teachers of English language at the same research setting. The findings of this research reveal that teachers and students perceive this approach positively, at the same time they stress the importance of having face to face mode of learning. Further, it seems there is hope of applying flipped classes as a whole approach as the majority of learners and teachers do not show positive attitudes towards the integration of online learning due to many factors.This research ends up with recommendations and implications for further research