The International Journal of Technology, Innovation, and Education

ISSN: 2820 – 7521

Volume 4, 2026 – Issue 3

Exploring Student Perceptions of the Flipped Classroom in Reading Comprehension: The Case of Ibn Tofail University

Abstract

Flipped classroom is one of the recent innovative modes of instruction adopted in English as a Foreign Language (EFL) education to enhance learning and teaching. Drawing on the socio-cultural constructivism theory, this study explores university students’ perceptions of the effects of the flipped classroom model on self-directed learning, engagements, higher-order thinking skills, satisfaction and teacher roles in reading comprehension course. It should be noted that a little research has been conducted to investigate students’ perceptions of the flipped model in Morocco. To address this gap, a total number of 39 first-semester undergraduate students from the English Department, Ibn Tofail University in Kenitra participated in the research. Data on student perceptions were collected through a structured closed-ended questionnaire and analyzed using both descriptive statistics (mean, standard deviation, and percentages) and inferential statistics (independent samples t-test). The findings suggest positive perceptions about the flipped classroom model. The study concludes that this model enables students to develop critical thinking and problem-solving abilities. It also promotes collaborative classroom discussions, creating a dynamic and student-centered learning environment.

Keywords: flipped classroom, reading comprehension, student perceptions, Morocco 

Published

—

Section

How to Cite (APA)
16359756 {16359756:KPUU2GTC} 1 apa 50 default 2857 https://ijtie.com/wp-content/plugins/zotpress/
%7B%22status%22%3A%22success%22%2C%22updateneeded%22%3Afalse%2C%22instance%22%3Afalse%2C%22meta%22%3A%7B%22request_last%22%3A0%2C%22request_next%22%3A0%2C%22used_cache%22%3Atrue%7D%2C%22data%22%3A%5B%7B%22key%22%3A%22KPUU2GTC%22%2C%22library%22%3A%7B%22id%22%3A16359756%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Nakkam%22%2C%22parsedDate%22%3A%222026-10-31%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BNakkam%2C%20J.%20%282026%29.%20Exploring%20student%20perceptions%20of%20the%20flipped%20classroom%20in%20reading%20comprehension%3A%20The%20case%20of%20Ibn%20Tofail%20University.%20%26lt%3Bi%26gt%3BThe%20International%20Journal%20of%20Technology%2C%20Innovation%2C%20and%20Education%26lt%3B%5C%2Fi%26gt%3B%2C%20%26lt%3Bi%26gt%3B4%26lt%3B%5C%2Fi%26gt%3B%283%29%2C%20202%26%23×2013%3B223.%20%26lt%3Ba%20class%3D%26%23039%3Bzp-DOIURL%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.5281%5C%2Fzenodo.23584555%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.5281%5C%2Fzenodo.23584555%26lt%3B%5C%2Fa%26gt%3B%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Exploring%20student%20perceptions%20of%20the%20flipped%20classroom%20in%20reading%20comprehension%3A%20The%20case%20of%20Ibn%20Tofail%20University%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Jillali%22%2C%22lastName%22%3A%22Nakkam%22%7D%5D%2C%22abstractNote%22%3A%22Flipped%20classroom%20is%20one%20of%20the%20recent%20innovative%20modes%20of%20instruction%20adopted%20in%20English%20as%20a%20Foreign%20Language%20%28EFL%29%20education%20to%20enhance%20learning%20and%20teaching.%20Drawing%20on%20the%20socio-cultural%20constructivism%20theory%2C%20this%20study%20explores%20university%20students%5Cu2019%20perceptions%20of%20the%20effects%20of%20the%20flipped%20classroom%20model%20on%20self-directed%20learning%2C%20engagements%2C%20higher-order%20thinking%20skills%2C%20satisfaction%20and%20teacher%20roles%20in%20reading%20comprehension%20course.%20It%20should%20be%20noted%20that%20a%20little%20research%20has%20been%20conducted%20to%20investigate%20students%5Cu2019%20perceptions%20of%20the%20flipped%20model%20in%20Morocco.%20To%20address%20this%20gap%2C%20a%20total%20number%20of%2039%20first-semester%20undergraduate%20students%20from%20the%20English%20Department%2C%20Ibn%20Tofail%20University%20in%20Kenitra%20participated%20in%20the%20research.%20Data%20on%20student%20perceptions%20were%20collected%20through%20a%20structured%20closed-ended%20questionnaire%20and%20analyzed%20using%20both%20descriptive%20statistics%20%28mean%2C%20standard%20deviation%2C%20and%20percentages%29%20and%20inferential%20statistics%20%28independent%20samples%20t-test%29.%20The%20findings%20suggest%20positive%20perceptions%20about%20the%20flipped%20classroom%20model.%20The%20study%20concludes%20that%20this%20model%20enables%20students%20to%20develop%20critical%20thinking%20and%20problem-solving%20abilities.%20It%20also%20promotes%20collaborative%20classroom%20discussions%2C%20creating%20a%20dynamic%20and%20student-centered%20learning%20environment.%22%2C%22date%22%3A%222026-10-31%22%2C%22section%22%3A%22%22%2C%22partNumber%22%3A%22%22%2C%22partTitle%22%3A%22%22%2C%22DOI%22%3A%2210.5281%5C%2Fzenodo.23584555%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fijtie.com%5C%2Fwp-content%5C%2Fuploads%5C%2F2026%5C%2F10%5C%2FN40361.pdf%22%2C%22PMID%22%3A%22%22%2C%22PMCID%22%3A%22%22%2C%22ISSN%22%3A%222820-7521%22%2C%22language%22%3A%22%22%2C%22collections%22%3A%5B%22QWYM8LHH%22%5D%2C%22dateModified%22%3A%222026-10-30T01%3A14%3A47Z%22%7D%7D%5D%7D
Nakkam, J. (2026). Exploring student perceptions of the flipped classroom in reading comprehension: The case of Ibn Tofail University. The International Journal of Technology, Innovation, and Education, 4(3), 202–223. https://doi.org/10.5281/zenodo.23584555

Chicago
MLA
IEEE
Harvard
Vancouver
APA
Chicago
Chicago
MLA
IEEE
Harvard
Vancouver
APA
16359756 {16359756:KPUU2GTC} 1 chicago-author-date 50 default 2857 https://ijtie.com/wp-content/plugins/zotpress/
%7B%22status%22%3A%22success%22%2C%22updateneeded%22%3Afalse%2C%22instance%22%3Afalse%2C%22meta%22%3A%7B%22request_last%22%3A0%2C%22request_next%22%3A0%2C%22used_cache%22%3Atrue%7D%2C%22data%22%3A%5B%7B%22key%22%3A%22KPUU2GTC%22%2C%22library%22%3A%7B%22id%22%3A16359756%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Nakkam%22%2C%22parsedDate%22%3A%222026-10-31%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BNakkam%2C%20Jillali.%202026.%20%26%23x201C%3BExploring%20Student%20Perceptions%20of%20the%20Flipped%20Classroom%20in%20Reading%20Comprehension%3A%20The%20Case%20of%20Ibn%20Tofail%20University.%26%23x201D%3B%20%26lt%3Bi%26gt%3BThe%20International%20Journal%20of%20Technology%2C%20Innovation%2C%20and%20Education%26lt%3B%5C%2Fi%26gt%3B%204%20%283%29%3A%20202%26%23×2013%3B23.%20%26lt%3Ba%20class%3D%26%23039%3Bzp-DOIURL%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.5281%5C%2Fzenodo.23584555%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.5281%5C%2Fzenodo.23584555%26lt%3B%5C%2Fa%26gt%3B.%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Exploring%20student%20perceptions%20of%20the%20flipped%20classroom%20in%20reading%20comprehension%3A%20The%20case%20of%20Ibn%20Tofail%20University%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Jillali%22%2C%22lastName%22%3A%22Nakkam%22%7D%5D%2C%22abstractNote%22%3A%22Flipped%20classroom%20is%20one%20of%20the%20recent%20innovative%20modes%20of%20instruction%20adopted%20in%20English%20as%20a%20Foreign%20Language%20%28EFL%29%20education%20to%20enhance%20learning%20and%20teaching.%20Drawing%20on%20the%20socio-cultural%20constructivism%20theory%2C%20this%20study%20explores%20university%20students%5Cu2019%20perceptions%20of%20the%20effects%20of%20the%20flipped%20classroom%20model%20on%20self-directed%20learning%2C%20engagements%2C%20higher-order%20thinking%20skills%2C%20satisfaction%20and%20teacher%20roles%20in%20reading%20comprehension%20course.%20It%20should%20be%20noted%20that%20a%20little%20research%20has%20been%20conducted%20to%20investigate%20students%5Cu2019%20perceptions%20of%20the%20flipped%20model%20in%20Morocco.%20To%20address%20this%20gap%2C%20a%20total%20number%20of%2039%20first-semester%20undergraduate%20students%20from%20the%20English%20Department%2C%20Ibn%20Tofail%20University%20in%20Kenitra%20participated%20in%20the%20research.%20Data%20on%20student%20perceptions%20were%20collected%20through%20a%20structured%20closed-ended%20questionnaire%20and%20analyzed%20using%20both%20descriptive%20statistics%20%28mean%2C%20standard%20deviation%2C%20and%20percentages%29%20and%20inferential%20statistics%20%28independent%20samples%20t-test%29.%20The%20findings%20suggest%20positive%20perceptions%20about%20the%20flipped%20classroom%20model.%20The%20study%20concludes%20that%20this%20model%20enables%20students%20to%20develop%20critical%20thinking%20and%20problem-solving%20abilities.%20It%20also%20promotes%20collaborative%20classroom%20discussions%2C%20creating%20a%20dynamic%20and%20student-centered%20learning%20environment.%22%2C%22date%22%3A%222026-10-31%22%2C%22section%22%3A%22%22%2C%22partNumber%22%3A%22%22%2C%22partTitle%22%3A%22%22%2C%22DOI%22%3A%2210.5281%5C%2Fzenodo.23584555%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fijtie.com%5C%2Fwp-content%5C%2Fuploads%5C%2F2026%5C%2F10%5C%2FN40361.pdf%22%2C%22PMID%22%3A%22%22%2C%22PMCID%22%3A%22%22%2C%22ISSN%22%3A%222820-7521%22%2C%22language%22%3A%22%22%2C%22collections%22%3A%5B%22QWYM8LHH%22%5D%2C%22dateModified%22%3A%222026-10-30T01%3A14%3A47Z%22%7D%7D%5D%7D
Nakkam, Jillali. 2026. “Exploring Student Perceptions of the Flipped Classroom in Reading Comprehension: The Case of Ibn Tofail University.” The International Journal of Technology, Innovation, and Education 4 (3): 202–23. https://doi.org/10.5281/zenodo.23584555.

16359756 {16359756:KPUU2GTC} 1 modern-language-association 50 default 2857 https://ijtie.com/wp-content/plugins/zotpress/
%7B%22status%22%3A%22success%22%2C%22updateneeded%22%3Afalse%2C%22instance%22%3Afalse%2C%22meta%22%3A%7B%22request_last%22%3A0%2C%22request_next%22%3A0%2C%22used_cache%22%3Atrue%7D%2C%22data%22%3A%5B%7B%22key%22%3A%22KPUU2GTC%22%2C%22library%22%3A%7B%22id%22%3A16359756%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Nakkam%22%2C%22parsedDate%22%3A%222026-10-31%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BNakkam%2C%20Jillali.%20%26%23x201C%3BExploring%20Student%20Perceptions%20of%20the%20Flipped%20Classroom%20in%20Reading%20Comprehension%3A%20The%20Case%20of%20Ibn%20Tofail%20University.%26%23x201D%3B%20%26lt%3Bi%26gt%3BThe%20International%20Journal%20of%20Technology%2C%20Innovation%2C%20and%20Education%26lt%3B%5C%2Fi%26gt%3B%2C%20vol.%204%2C%20no.%203%2C%20Oct.%202026%2C%20pp.%20202%26%23×2013%3B23%2C%20%26lt%3Ba%20class%3D%26%23039%3Bzp-DOIURL%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.5281%5C%2Fzenodo.23584555%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.5281%5C%2Fzenodo.23584555%26lt%3B%5C%2Fa%26gt%3B.%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Exploring%20student%20perceptions%20of%20the%20flipped%20classroom%20in%20reading%20comprehension%3A%20The%20case%20of%20Ibn%20Tofail%20University%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Jillali%22%2C%22lastName%22%3A%22Nakkam%22%7D%5D%2C%22abstractNote%22%3A%22Flipped%20classroom%20is%20one%20of%20the%20recent%20innovative%20modes%20of%20instruction%20adopted%20in%20English%20as%20a%20Foreign%20Language%20%28EFL%29%20education%20to%20enhance%20learning%20and%20teaching.%20Drawing%20on%20the%20socio-cultural%20constructivism%20theory%2C%20this%20study%20explores%20university%20students%5Cu2019%20perceptions%20of%20the%20effects%20of%20the%20flipped%20classroom%20model%20on%20self-directed%20learning%2C%20engagements%2C%20higher-order%20thinking%20skills%2C%20satisfaction%20and%20teacher%20roles%20in%20reading%20comprehension%20course.%20It%20should%20be%20noted%20that%20a%20little%20research%20has%20been%20conducted%20to%20investigate%20students%5Cu2019%20perceptions%20of%20the%20flipped%20model%20in%20Morocco.%20To%20address%20this%20gap%2C%20a%20total%20number%20of%2039%20first-semester%20undergraduate%20students%20from%20the%20English%20Department%2C%20Ibn%20Tofail%20University%20in%20Kenitra%20participated%20in%20the%20research.%20Data%20on%20student%20perceptions%20were%20collected%20through%20a%20structured%20closed-ended%20questionnaire%20and%20analyzed%20using%20both%20descriptive%20statistics%20%28mean%2C%20standard%20deviation%2C%20and%20percentages%29%20and%20inferential%20statistics%20%28independent%20samples%20t-test%29.%20The%20findings%20suggest%20positive%20perceptions%20about%20the%20flipped%20classroom%20model.%20The%20study%20concludes%20that%20this%20model%20enables%20students%20to%20develop%20critical%20thinking%20and%20problem-solving%20abilities.%20It%20also%20promotes%20collaborative%20classroom%20discussions%2C%20creating%20a%20dynamic%20and%20student-centered%20learning%20environment.%22%2C%22date%22%3A%222026-10-31%22%2C%22section%22%3A%22%22%2C%22partNumber%22%3A%22%22%2C%22partTitle%22%3A%22%22%2C%22DOI%22%3A%2210.5281%5C%2Fzenodo.23584555%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fijtie.com%5C%2Fwp-content%5C%2Fuploads%5C%2F2026%5C%2F10%5C%2FN40361.pdf%22%2C%22PMID%22%3A%22%22%2C%22PMCID%22%3A%22%22%2C%22ISSN%22%3A%222820-7521%22%2C%22language%22%3A%22%22%2C%22collections%22%3A%5B%22QWYM8LHH%22%5D%2C%22dateModified%22%3A%222026-10-30T01%3A14%3A47Z%22%7D%7D%5D%7D
Nakkam, Jillali. “Exploring Student Perceptions of the Flipped Classroom in Reading Comprehension: The Case of Ibn Tofail University.” The International Journal of Technology, Innovation, and Education, vol. 4, no. 3, Oct. 2026, pp. 202–23, https://doi.org/10.5281/zenodo.23584555.

16359756 {16359756:KPUU2GTC} 1 ieee 50 default 2857 https://ijtie.com/wp-content/plugins/zotpress/
%7B%22status%22%3A%22success%22%2C%22updateneeded%22%3Afalse%2C%22instance%22%3Afalse%2C%22meta%22%3A%7B%22request_last%22%3A0%2C%22request_next%22%3A0%2C%22used_cache%22%3Atrue%7D%2C%22data%22%3A%5B%7B%22key%22%3A%22KPUU2GTC%22%2C%22library%22%3A%7B%22id%22%3A16359756%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Nakkam%22%2C%22parsedDate%22%3A%222026-10-31%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%20style%3D%26quot%3Bclear%3A%20left%3B%20%26quot%3B%26gt%3B%5Cn%20%20%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-left-margin%26quot%3B%20style%3D%26quot%3Bfloat%3A%20left%3B%20padding-right%3A%200.5em%3B%20text-align%3A%20right%3B%20width%3A%201em%3B%26quot%3B%26gt%3B%5B1%5D%26lt%3B%5C%2Fdiv%26gt%3B%26lt%3Bdiv%20class%3D%26quot%3Bcsl-right-inline%26quot%3B%20style%3D%26quot%3Bmargin%3A%200%20.4em%200%201.5em%3B%26quot%3B%26gt%3BJ.%20Nakkam%2C%20%26%23x201C%3BExploring%20student%20perceptions%20of%20the%20flipped%20classroom%20in%20reading%20comprehension%3A%20The%20case%20of%20Ibn%20Tofail%20University%2C%26%23x201D%3B%20%26lt%3Bi%26gt%3BThe%20International%20Journal%20of%20Technology%2C%20Innovation%2C%20and%20Education%26lt%3B%5C%2Fi%26gt%3B%2C%20vol.%204%2C%20no.%203%2C%20pp.%20202%26%23×2013%3B223%2C%20Oct.%202026%2C%20doi%3A%2010.5281%5C%2Fzenodo.23584555.%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%20%20%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Exploring%20student%20perceptions%20of%20the%20flipped%20classroom%20in%20reading%20comprehension%3A%20The%20case%20of%20Ibn%20Tofail%20University%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Jillali%22%2C%22lastName%22%3A%22Nakkam%22%7D%5D%2C%22abstractNote%22%3A%22Flipped%20classroom%20is%20one%20of%20the%20recent%20innovative%20modes%20of%20instruction%20adopted%20in%20English%20as%20a%20Foreign%20Language%20%28EFL%29%20education%20to%20enhance%20learning%20and%20teaching.%20Drawing%20on%20the%20socio-cultural%20constructivism%20theory%2C%20this%20study%20explores%20university%20students%5Cu2019%20perceptions%20of%20the%20effects%20of%20the%20flipped%20classroom%20model%20on%20self-directed%20learning%2C%20engagements%2C%20higher-order%20thinking%20skills%2C%20satisfaction%20and%20teacher%20roles%20in%20reading%20comprehension%20course.%20It%20should%20be%20noted%20that%20a%20little%20research%20has%20been%20conducted%20to%20investigate%20students%5Cu2019%20perceptions%20of%20the%20flipped%20model%20in%20Morocco.%20To%20address%20this%20gap%2C%20a%20total%20number%20of%2039%20first-semester%20undergraduate%20students%20from%20the%20English%20Department%2C%20Ibn%20Tofail%20University%20in%20Kenitra%20participated%20in%20the%20research.%20Data%20on%20student%20perceptions%20were%20collected%20through%20a%20structured%20closed-ended%20questionnaire%20and%20analyzed%20using%20both%20descriptive%20statistics%20%28mean%2C%20standard%20deviation%2C%20and%20percentages%29%20and%20inferential%20statistics%20%28independent%20samples%20t-test%29.%20The%20findings%20suggest%20positive%20perceptions%20about%20the%20flipped%20classroom%20model.%20The%20study%20concludes%20that%20this%20model%20enables%20students%20to%20develop%20critical%20thinking%20and%20problem-solving%20abilities.%20It%20also%20promotes%20collaborative%20classroom%20discussions%2C%20creating%20a%20dynamic%20and%20student-centered%20learning%20environment.%22%2C%22date%22%3A%222026-10-31%22%2C%22section%22%3A%22%22%2C%22partNumber%22%3A%22%22%2C%22partTitle%22%3A%22%22%2C%22DOI%22%3A%2210.5281%5C%2Fzenodo.23584555%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fijtie.com%5C%2Fwp-content%5C%2Fuploads%5C%2F2026%5C%2F10%5C%2FN40361.pdf%22%2C%22PMID%22%3A%22%22%2C%22PMCID%22%3A%22%22%2C%22ISSN%22%3A%222820-7521%22%2C%22language%22%3A%22%22%2C%22collections%22%3A%5B%22QWYM8LHH%22%5D%2C%22dateModified%22%3A%222026-10-30T01%3A14%3A47Z%22%7D%7D%5D%7D
[1]
J. Nakkam, “Exploring student perceptions of the flipped classroom in reading comprehension: The case of Ibn Tofail University,” The International Journal of Technology, Innovation, and Education, vol. 4, no. 3, pp. 202–223, Oct. 2026, doi: 10.5281/zenodo.23584555.

16359756 {16359756:KPUU2GTC} 1 harvard1 50 default 2857 https://ijtie.com/wp-content/plugins/zotpress/
%7B%22status%22%3A%22success%22%2C%22updateneeded%22%3Afalse%2C%22instance%22%3Afalse%2C%22meta%22%3A%7B%22request_last%22%3A0%2C%22request_next%22%3A0%2C%22used_cache%22%3Atrue%7D%2C%22data%22%3A%5B%7B%22key%22%3A%22KPUU2GTC%22%2C%22library%22%3A%7B%22id%22%3A16359756%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Nakkam%22%2C%22parsedDate%22%3A%222026-10-31%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BNakkam%2C%20J.%20%282026%29%20%26%23x201C%3BExploring%20student%20perceptions%20of%20the%20flipped%20classroom%20in%20reading%20comprehension%3A%20The%20case%20of%20Ibn%20Tofail%20University%2C%26%23x201D%3B%20%26lt%3Bi%26gt%3BThe%20International%20Journal%20of%20Technology%2C%20Innovation%2C%20and%20Education%26lt%3B%5C%2Fi%26gt%3B%2C%204%283%29%2C%20pp.%20202%26%23×2013%3B223.%20Available%20at%3A%20%26lt%3Ba%20class%3D%26%23039%3Bzp-DOIURL%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.5281%5C%2Fzenodo.23584555%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.5281%5C%2Fzenodo.23584555%26lt%3B%5C%2Fa%26gt%3B.%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Exploring%20student%20perceptions%20of%20the%20flipped%20classroom%20in%20reading%20comprehension%3A%20The%20case%20of%20Ibn%20Tofail%20University%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Jillali%22%2C%22lastName%22%3A%22Nakkam%22%7D%5D%2C%22abstractNote%22%3A%22Flipped%20classroom%20is%20one%20of%20the%20recent%20innovative%20modes%20of%20instruction%20adopted%20in%20English%20as%20a%20Foreign%20Language%20%28EFL%29%20education%20to%20enhance%20learning%20and%20teaching.%20Drawing%20on%20the%20socio-cultural%20constructivism%20theory%2C%20this%20study%20explores%20university%20students%5Cu2019%20perceptions%20of%20the%20effects%20of%20the%20flipped%20classroom%20model%20on%20self-directed%20learning%2C%20engagements%2C%20higher-order%20thinking%20skills%2C%20satisfaction%20and%20teacher%20roles%20in%20reading%20comprehension%20course.%20It%20should%20be%20noted%20that%20a%20little%20research%20has%20been%20conducted%20to%20investigate%20students%5Cu2019%20perceptions%20of%20the%20flipped%20model%20in%20Morocco.%20To%20address%20this%20gap%2C%20a%20total%20number%20of%2039%20first-semester%20undergraduate%20students%20from%20the%20English%20Department%2C%20Ibn%20Tofail%20University%20in%20Kenitra%20participated%20in%20the%20research.%20Data%20on%20student%20perceptions%20were%20collected%20through%20a%20structured%20closed-ended%20questionnaire%20and%20analyzed%20using%20both%20descriptive%20statistics%20%28mean%2C%20standard%20deviation%2C%20and%20percentages%29%20and%20inferential%20statistics%20%28independent%20samples%20t-test%29.%20The%20findings%20suggest%20positive%20perceptions%20about%20the%20flipped%20classroom%20model.%20The%20study%20concludes%20that%20this%20model%20enables%20students%20to%20develop%20critical%20thinking%20and%20problem-solving%20abilities.%20It%20also%20promotes%20collaborative%20classroom%20discussions%2C%20creating%20a%20dynamic%20and%20student-centered%20learning%20environment.%22%2C%22date%22%3A%222026-10-31%22%2C%22section%22%3A%22%22%2C%22partNumber%22%3A%22%22%2C%22partTitle%22%3A%22%22%2C%22DOI%22%3A%2210.5281%5C%2Fzenodo.23584555%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fijtie.com%5C%2Fwp-content%5C%2Fuploads%5C%2F2026%5C%2F10%5C%2FN40361.pdf%22%2C%22PMID%22%3A%22%22%2C%22PMCID%22%3A%22%22%2C%22ISSN%22%3A%222820-7521%22%2C%22language%22%3A%22%22%2C%22collections%22%3A%5B%22QWYM8LHH%22%5D%2C%22dateModified%22%3A%222026-10-30T01%3A14%3A47Z%22%7D%7D%5D%7D
Nakkam, J. (2026) “Exploring student perceptions of the flipped classroom in reading comprehension: The case of Ibn Tofail University,” The International Journal of Technology, Innovation, and Education, 4(3), pp. 202–223. Available at: https://doi.org/10.5281/zenodo.23584555.

16359756 {16359756:KPUU2GTC} 1 vancouver-author-date 50 default 2857 https://ijtie.com/wp-content/plugins/zotpress/
%7B%22status%22%3A%22success%22%2C%22updateneeded%22%3Afalse%2C%22instance%22%3Afalse%2C%22meta%22%3A%7B%22request_last%22%3A0%2C%22request_next%22%3A0%2C%22used_cache%22%3Atrue%7D%2C%22data%22%3A%5B%7B%22key%22%3A%22KPUU2GTC%22%2C%22library%22%3A%7B%22id%22%3A16359756%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Nakkam%22%2C%22parsedDate%22%3A%222026-10-31%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BNakkam%20J.%20Exploring%20student%20perceptions%20of%20the%20flipped%20classroom%20in%20reading%20comprehension%3A%20The%20case%20of%20Ibn%20Tofail%20University.%20The%20International%20Journal%20of%20Technology%2C%20Innovation%2C%20and%20Education%20%5BInternet%5D.%202026%20Oct%2031%3B4%283%29%3A202%26%23×2013%3B23.%20Available%20from%3A%20%26lt%3Ba%20class%3D%26%23039%3Bzp-ItemURL%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fijtie.com%5C%2Fwp-content%5C%2Fuploads%5C%2F2026%5C%2F10%5C%2FN40361.pdf%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fijtie.com%5C%2Fwp-content%5C%2Fuploads%5C%2F2026%5C%2F10%5C%2FN40361.pdf%26lt%3B%5C%2Fa%26gt%3B%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Exploring%20student%20perceptions%20of%20the%20flipped%20classroom%20in%20reading%20comprehension%3A%20The%20case%20of%20Ibn%20Tofail%20University%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Jillali%22%2C%22lastName%22%3A%22Nakkam%22%7D%5D%2C%22abstractNote%22%3A%22Flipped%20classroom%20is%20one%20of%20the%20recent%20innovative%20modes%20of%20instruction%20adopted%20in%20English%20as%20a%20Foreign%20Language%20%28EFL%29%20education%20to%20enhance%20learning%20and%20teaching.%20Drawing%20on%20the%20socio-cultural%20constructivism%20theory%2C%20this%20study%20explores%20university%20students%5Cu2019%20perceptions%20of%20the%20effects%20of%20the%20flipped%20classroom%20model%20on%20self-directed%20learning%2C%20engagements%2C%20higher-order%20thinking%20skills%2C%20satisfaction%20and%20teacher%20roles%20in%20reading%20comprehension%20course.%20It%20should%20be%20noted%20that%20a%20little%20research%20has%20been%20conducted%20to%20investigate%20students%5Cu2019%20perceptions%20of%20the%20flipped%20model%20in%20Morocco.%20To%20address%20this%20gap%2C%20a%20total%20number%20of%2039%20first-semester%20undergraduate%20students%20from%20the%20English%20Department%2C%20Ibn%20Tofail%20University%20in%20Kenitra%20participated%20in%20the%20research.%20Data%20on%20student%20perceptions%20were%20collected%20through%20a%20structured%20closed-ended%20questionnaire%20and%20analyzed%20using%20both%20descriptive%20statistics%20%28mean%2C%20standard%20deviation%2C%20and%20percentages%29%20and%20inferential%20statistics%20%28independent%20samples%20t-test%29.%20The%20findings%20suggest%20positive%20perceptions%20about%20the%20flipped%20classroom%20model.%20The%20study%20concludes%20that%20this%20model%20enables%20students%20to%20develop%20critical%20thinking%20and%20problem-solving%20abilities.%20It%20also%20promotes%20collaborative%20classroom%20discussions%2C%20creating%20a%20dynamic%20and%20student-centered%20learning%20environment.%22%2C%22date%22%3A%222026-10-31%22%2C%22section%22%3A%22%22%2C%22partNumber%22%3A%22%22%2C%22partTitle%22%3A%22%22%2C%22DOI%22%3A%2210.5281%5C%2Fzenodo.23584555%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fijtie.com%5C%2Fwp-content%5C%2Fuploads%5C%2F2026%5C%2F10%5C%2FN40361.pdf%22%2C%22PMID%22%3A%22%22%2C%22PMCID%22%3A%22%22%2C%22ISSN%22%3A%222820-7521%22%2C%22language%22%3A%22%22%2C%22collections%22%3A%5B%22QWYM8LHH%22%5D%2C%22dateModified%22%3A%222026-10-30T01%3A14%3A47Z%22%7D%7D%5D%7D
Nakkam J. Exploring student perceptions of the flipped classroom in reading comprehension: The case of Ibn Tofail University. The International Journal of Technology, Innovation, and Education [Internet]. 2026 Oct 31;4(3):202–23. Available from: https://ijtie.com/wp-content/uploads/2026/10/N40361.pdf

16359756 {16359756:KPUU2GTC} 1 apa 50 default 2857 https://ijtie.com/wp-content/plugins/zotpress/
%7B%22status%22%3A%22success%22%2C%22updateneeded%22%3Afalse%2C%22instance%22%3Afalse%2C%22meta%22%3A%7B%22request_last%22%3A0%2C%22request_next%22%3A0%2C%22used_cache%22%3Atrue%7D%2C%22data%22%3A%5B%7B%22key%22%3A%22KPUU2GTC%22%2C%22library%22%3A%7B%22id%22%3A16359756%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Nakkam%22%2C%22parsedDate%22%3A%222026-10-31%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BNakkam%2C%20J.%20%282026%29.%20Exploring%20student%20perceptions%20of%20the%20flipped%20classroom%20in%20reading%20comprehension%3A%20The%20case%20of%20Ibn%20Tofail%20University.%20%26lt%3Bi%26gt%3BThe%20International%20Journal%20of%20Technology%2C%20Innovation%2C%20and%20Education%26lt%3B%5C%2Fi%26gt%3B%2C%20%26lt%3Bi%26gt%3B4%26lt%3B%5C%2Fi%26gt%3B%283%29%2C%20202%26%23×2013%3B223.%20%26lt%3Ba%20class%3D%26%23039%3Bzp-DOIURL%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.5281%5C%2Fzenodo.23584555%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.5281%5C%2Fzenodo.23584555%26lt%3B%5C%2Fa%26gt%3B%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Exploring%20student%20perceptions%20of%20the%20flipped%20classroom%20in%20reading%20comprehension%3A%20The%20case%20of%20Ibn%20Tofail%20University%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Jillali%22%2C%22lastName%22%3A%22Nakkam%22%7D%5D%2C%22abstractNote%22%3A%22Flipped%20classroom%20is%20one%20of%20the%20recent%20innovative%20modes%20of%20instruction%20adopted%20in%20English%20as%20a%20Foreign%20Language%20%28EFL%29%20education%20to%20enhance%20learning%20and%20teaching.%20Drawing%20on%20the%20socio-cultural%20constructivism%20theory%2C%20this%20study%20explores%20university%20students%5Cu2019%20perceptions%20of%20the%20effects%20of%20the%20flipped%20classroom%20model%20on%20self-directed%20learning%2C%20engagements%2C%20higher-order%20thinking%20skills%2C%20satisfaction%20and%20teacher%20roles%20in%20reading%20comprehension%20course.%20It%20should%20be%20noted%20that%20a%20little%20research%20has%20been%20conducted%20to%20investigate%20students%5Cu2019%20perceptions%20of%20the%20flipped%20model%20in%20Morocco.%20To%20address%20this%20gap%2C%20a%20total%20number%20of%2039%20first-semester%20undergraduate%20students%20from%20the%20English%20Department%2C%20Ibn%20Tofail%20University%20in%20Kenitra%20participated%20in%20the%20research.%20Data%20on%20student%20perceptions%20were%20collected%20through%20a%20structured%20closed-ended%20questionnaire%20and%20analyzed%20using%20both%20descriptive%20statistics%20%28mean%2C%20standard%20deviation%2C%20and%20percentages%29%20and%20inferential%20statistics%20%28independent%20samples%20t-test%29.%20The%20findings%20suggest%20positive%20perceptions%20about%20the%20flipped%20classroom%20model.%20The%20study%20concludes%20that%20this%20model%20enables%20students%20to%20develop%20critical%20thinking%20and%20problem-solving%20abilities.%20It%20also%20promotes%20collaborative%20classroom%20discussions%2C%20creating%20a%20dynamic%20and%20student-centered%20learning%20environment.%22%2C%22date%22%3A%222026-10-31%22%2C%22section%22%3A%22%22%2C%22partNumber%22%3A%22%22%2C%22partTitle%22%3A%22%22%2C%22DOI%22%3A%2210.5281%5C%2Fzenodo.23584555%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fijtie.com%5C%2Fwp-content%5C%2Fuploads%5C%2F2026%5C%2F10%5C%2FN40361.pdf%22%2C%22PMID%22%3A%22%22%2C%22PMCID%22%3A%22%22%2C%22ISSN%22%3A%222820-7521%22%2C%22language%22%3A%22%22%2C%22collections%22%3A%5B%22QWYM8LHH%22%5D%2C%22dateModified%22%3A%222026-10-30T01%3A14%3A47Z%22%7D%7D%5D%7D
Nakkam, J. (2026). Exploring student perceptions of the flipped classroom in reading comprehension: The case of Ibn Tofail University. The International Journal of Technology, Innovation, and Education, 4(3), 202–223. https://doi.org/10.5281/zenodo.23584555

References

Akpan,V.I., Igwe, U.An Mpamah I.B.I, & Okoro, C.O. (2020). Social constructivism: implications on teaching and learning. British Journal of Education. 8 (8) 49-56.

Al-harbi, S. S., & Alshumaimeri, Y. A. (2016). The flipped classroom impact in grammar class on EFL Saudi secondary school students’ performances and attitudes. English Language Teaching, 9(10), 60–80. http://dx.doi.org/10.5539/elt.v9n10p60

Al-Naabi, I., (2020). Is it worth flipping? The impact of flipped classroom on EFL   students’ grammar. English Language Teaching, 13 (6), 144-155. https://doi.org/10.5539/elt.v13n6p144

Alsowat, H. (2016). An EFL flipped classroom teaching model: Effects on English language higher-order thinking skills, student engagement and satisfaction. Journal of Education and Practice. 7(9), 108-121. https://doi.org/10.7176/JEP

Andreychik, M. R, & Martinez, V. (2019). Flipped versus traditional: An analysis of teaching techniques in finance and psychology. Teaching & Learning Inquiry, 7(2),154-167. https://doi.org/10.20343/teachlearninqu.7.2.10

Applefiled. J.M, Huber. R., & Moallem. M. (2001). Constructivism in theory and practice: Toward a better understanding. The High School Journal, 84 (2). 35-53. https://www.jstor.org/stable/40364404

Arifani, Y., Asari, S., Anwar, K., Budianto, L. (2019). Individual or collaborative WhatsApp learning? A flipped classroom model of EFL writing instruction.  Teaching English with   Technology, 20(1), 122-139. http://www.tewtjournal.org

Bagheri, F., & Ghanizadeh, A. (2016) Critical thinking and gender differences in Academic self-regulation in higher Education. Journal of Applied Linguistics and Language Research, 3 (3), 133-145. https://www.jallr.com/index.php/JALLR

Bataineh, R. F; & Al-Sakal, R. M. I. (2021). To Flip or not to flip: Potential effects on EFL reading comprehension. International Journal of Curriculum and Instruction, 13 (2), 1091-1108.

Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education; ASCD.

Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A., & Bethel, E. C. (2009). A Meta-Analysis of three types of interaction treatments in distance education. Review of educational research, 79(3), 1243– 1289. https://doi.org/10.3102/0034654309333844

Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. 120th American Society for Engineering Education Annual Conference and Exposition, 30, 1-18. https://doi.org/10.18260/1-2–22585

Bloom, B., Englehart, M. Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York, Toronto: Longmans, Green

Burke, A.S. & Fedorek, B. (2017). Does “flipping” promote engagement? A comparison of a traditional, online, and flipped class. Active Learning in Higher Education, 18 (1) 11-24. https://doi.org/10.1177/1469787417693487

Butcher, C., Davies, C., & Highton, M. (2014). Designing learning from module outline to effective teaching. New York: Routledge, Taylor & Francis Group.

Chiu P. H. P. & Cheng S. H. (2017): Effects of active learning classrooms on student learning: A two-year empirical investigation on student perceptions and academic performance. Higher Education Research & Development, 36 (2), 269-279 https://doi.org/10.1080/07294360.2016.1196475

Danker, B. (2015). Using flipped classroom approach to explore deep learning in large classrooms. IAFOR Journal of Education, 3(1), 171-186 https://files.eric.ed.gov/fulltext/EJ1100618.pdf

Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563–580.

Donato, R. (1994). Collective scaffolding in second language learning. In J. P. Lantolf, G. & Appel (Eds.), Vygostkian approaches to second language research. (33-56). New Jersey: Ablex.

Dörnyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Lawrence Erlbaum Associates Publishers.

Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. TECHTRENDS TECH TRENDS 57, 14–27. https://doi.org/10.1007/s11528-013-0698-1

Ferreri, S. P., & O’Connor, S. K. (2013). Redesign of a large lecture course into a small-group learning course. American journal of pharmaceutical education, 77(1), 13. https://doi.org/10.5688/ajpe77113

Gavranović, V. (2017). Enhancing learners’ autonomy through flipped classes. Paper presented at Sinteza 2017 – International Scientific Conference on Information Technology and Data Related Research. 498-502

He, W., Holtan, A., Farkas, J., & Warschauer, M., (2016). The effects of flipped instruction on out-of-class study time, exam performance, and student perceptions. Learning and instruction 45, 61-71. https://doi.org/10.1016/j.learninstruc.2016.07.001

Hibbard, L., Sung, S., & Wells, B. (2016). Examining the effectiveness of a semi-self-paced flipped learning format in a college general chemistry sequence. Journal of Chemical Education, 93(1), 24–30. https://doi.org/10.1021/acs.jchemed.5b00592

Inkson, D., & Smith, E. (2001). Self-paced learning: A student perspective. Australian Educational Researcher, 28, 107–128. https://doi.org/10.1007/BF03219746

Johnson, G. B. (2013). Student perceptions of the flipped classroom (Unpublished master’s thesis). University of British Columbia.

Johnson, L. W., & Renner, J. D. (2012). Effect of the flipped classroom model on a secondary computer applications course: Student and teacher perceptions, questions and student achievement (Unpublished doctoral dissertation). University of Louisville.

Karimi, M., & Hamzavi, R. (2017). The effect of flipped model of instruction on EFL learners’ reading comprehension: Learners’ attitudes in focus. Advances in Language and Literary Studies, 8(1), 95–103.

Kim, J., Park, H., Jang, M., & Nam, H. (2017). Exploring flipped classroom effects on second language learners’ cognitive processing. Foreign Language Annals, 50(2), 260–284. https://doi.org/10.1111/flan.12260

Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. Journal of Economic Education, 31(1), 30–43. https://www.jstor.org/stable/1183338

Lee, K., & Wallace, A. (2018). Flipped learning in the English as a foreign language classroom: Outcomes and perceptions. TESOL Quarterly, 52(1), 62–84.

Lee, K., & Lai, Y. (2017). Facilitating higher-order thinking with the flipped classroom model: A student teacher’s experience in a Hong Kong secondary school. Research and Practice in Technology Enhanced Learning, 12(8), 1–14. https://doi.org/10.1186/s41039-017-0048-6

Little, D. (1991). Learner autonomy: Definitions, issues and problems. Authentik.

Love, B., Hodge, A., Grandgenett, N., & Swift, A. W. (2014). Student learning and perceptions in a flipped linear algebra course. International Journal of Mathematical Education in Science and Technology, 45, 317–324.

Marton, F., & Säljö, R. (1976). On qualitative differences in learning: I. Outcome and process. British Journal of Educational Psychology, 46, 4–11. https://doi.org/10.1111/j.2044-8279.1976.tb02980.x

McLean, S., & Attardi, S. M. (2023). Sage or guide? Student perceptions of the role of the instructor in a flipped classroom. Active Learning in Higher Education, 24(1). https://doi.org/10.1177/1469787418793725

McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe, N., Davidson, C. A., Griffin, L. M., & Mumper, R. J. (2014). The flipped classroom: A course redesign to foster learning and engagement in a health professions school. Academic Medicine, 89(2), 236–243. https://doi.org/10.1097/ACM.0000000000000086

McNeil, L. (2011). Investigating the contributions of background knowledge and reading comprehension strategies to L2 reading comprehension: An exploratory study. Reading and Writing, 24(8), 883–902. https://doi.org/10.1007/s11145-010-9230-6

Murray, C., & Zvoch, K. (2011). Teacher-student relationships among behaviorally at-risk African American youth from low-income backgrounds: Student perceptions, teacher perceptions, and socioemotional adjustment correlates. Journal of Emotional and Behavioral Disorders, 19(1), 41–54. https://doi.org/10.1177/1063426609353607

Newman, G., Kim, J.-H., Lee, R. J., Brown, B. A., & Huston, S. (2016). The perceived effects of flipped teaching on knowledge acquisition. The Journal of Effective Teaching, 16(1), 52–71.

Rahman, A. A., Aris, B., Mohamed, H., & Zaid, N. M. (2014). The influences of flipped classroom: A meta-analysis. In 2014 IEEE 6th Conference on Engineering Education (ICEED) (pp. 24–28). IEEE. https://doi.org/10.1109/ICEED.2014.7194682

Roehl, A., Reddy, S. L., & Shannon, G. J. (2013). The flipped classroom: An opportunity to engage millennial students through active learning strategies. Journal of Family and Consumer Sciences, 105(2), 44–49.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78.

Samiei, F., & Ebadi, S. (2021). Exploring EFL learners’ inferential reading comprehension skills through a flipped classroom. Research and Practice in Technology Enhanced Learning, 16(12), 1–18.

Sigurðardóttir, M. S., & Heijstra, T. M. (2020). Mixed approaches to learning in the flipped classroom: How students approach the learning environment. Canadian Journal for the Scholarship of Teaching and Learning, 11(1).

Singh, N. (2020). “A little flip goes a long way”: The impact of a flipped classroom design on student performance and engagement in a first-year undergraduate economics classroom. Education Sciences, 10(319), 1–18.

Sjøberg, S. (2007). Constructivism and learning. In E. Baker, B. McGaw, & P. Peterson (Eds.), International encyclopedia of education (3rd ed.). Elsevier.

Strayer, J. F. (2007). The effects of the classroom flip on the learning environment: A comparison of learning activity in a traditional classroom and flip classroom that used an intelligent tutoring system (Doctoral dissertation). Ohio State University.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Wittrock, M. C. (1992). Generative learning processes of the brain. Educational Psychologist, 27, 531–541.

Yussof, Y. M., Jamian, U. P., Roslan, S., & Hamsah, Z. A. B. Z. (2012). Enhancing reading comprehension through cognitive and graphic strategies: A constructivism approach. Procedia – Social and Behavioral Sciences, 64, 151–160.

Zainuddin, Z., & Perera, O. J. (2018). Supporting students’ self-directed learning in the flipped classroom through the LMS TES BlendSpace. On the Horizon, 26(4), 281–289.

About the authors
  1. Jillali Nakkam is an Assistant Professor at the École Normale Supérieure, Mohammed V University, Rabat, Morocco. His teaching and research interests focus on English language education, applied linguistics, educational technology, and innovative approaches to language teaching and learning. His academic work explores contemporary issues in language education, including digital learning environments, learner development, and technology-enhanced pedagogy.
    nakkam30@gmail.com
    ↩︎
DOI

TIE Journal

The International Journal of Technology, Innovation, and Education