Optimizing alternate teaching with flipped classroom: Teachers' perspectives

Abstract

The COVID-19 pandemic accelerated the adoption of innovative teaching models like Alternate Teaching (AT) and the Flipped Classroom (FC) to maintain educational continuity. In Morocco, AT, which blends in-person and self-directed learning, faced challenges related to teacher preparedness, student engagement, and assessment equity. This study explores Moroccan teachers' perceptions of AT and examines how FC can optimize its effectiveness. The study aims to: (1) identify factors influencing the adoption of AT and FC, (2) highlight challenges and benefits of AT, and (3) assess FC's potential to enhance AT. A descriptive-analytical method was employed, with data collected through questionnaires from 347 teachers in 26 public secondary schools in northern Morocco. The questionnaire evaluated teachers' experiences with AT, perceptions of FC, and the challenges encountered. Data analysis involved descriptive statistics, ANOVA, and Cronbach’s alpha for reliability. Findings revealed moderate satisfaction with AT, with only 30% of respondents reporting a positive experience. AT was appreciated for its flexibility and contribution to pedagogical continuity. However, respondents reported significant obstacles, including insufficient digital skills (only 34% of respondents reported having good or very good ICT skills), inadequate infrastructure (mean = 2.51), and low student engagement (mean = 1.80). Teachers expressed moderate readiness to adopt FC (mean = 2.99), with statistically significant differences across age groups (p < 0.05). Younger teachers (<35 years old) and those with higher digital proficiency showed greater enthusiasm for FC adoption. FC was perceived as a promising strategy to enhance student autonomy (mean = 3,63), diversify teaching practices (mean = 3,55), and improve time management (mean = 3,55). This study contributes empirical evidence on integrating AT and FC in Morocco, emphasizing the importance of teacher training and infrastructure in successful implementation. FC shows potential to address AT’s limitations, offering new insights into hybrid teaching models in postpandemic contexts. The findings underscore the need for professional development in digital and pedagogical skills and improved infrastructure to support AT and FC. Recommendations include incorporating FC into teacher training programs and developing digital resources for self-directed learning, informing educational policies in Morocco and beyond.