The Status of the Flipped Classroom in the Algerian University in Post-Covid19: Case Study of EFL Teachers of the Algerian Universities and Master One EFL students of Barika University Center.

Abstract

The emergence of Covid-19 has affected all domains including education. It led to many changes one of which is the adoption of flipped classroom. This decision is made to limit the contagions caused by the virus. Therefore, this dissertation investigates the effectiveness of flipped classroom and describes its implementation in the Algerian universities. A descriptive qualitative method is adopted to scrutinise the implementation of flipped classroom in the Algerian universities. Hence, relying on the convenient and purposive sampling techniques, the sample was selected. It consists of 42 teachers from different Algerian universities and 80 Master One EFL students at Barika University Center. Likewise, the questionnaire and the checklist represent the data gathering tools. The former was given to University teachers whereas the latter was handed to the students. The findings reveal that the participants value the importance of the flipped classroom; however, they find it difficult and challenging because of lack of organisation. Eventually, this method will not be adopted in post-Covid-19 era as both teachers and students prefer a mixed method. Thus, it is recommended to provide intensive training to facilitate working within the flipped classroom. It is also recommended to give importance to planning before implementing any method.