Abstract:

Flipped-learning has been one of the most contemplating issues in the field of education in the last decades. Scholars and advocates in the expanding field of education have been asserting unanimously that it is a mode of instruction that responds to 21st century educational constant alterations and requirements.
Soft-skills, on the one hand, are a range of transferrable skills that need to be mastered by students in every arena of concern. While some agree that within the Flipped mode of instruction, soft-skills are fostered through the classroom and online activities that mainly focus on collaboration, discussion and interaction. Others, on the other hand, are quite skeptical and concerned about the outcomes that the flipped-learning may result in.
Therefore, the purpose of this study is to inquire upon students’ lived experiences in a flipped learning context. This research was held using interviews, surveys and class observations of English language classroom in a higher institute of Education and Training within Mohammed I University Oujda. Findings of this research depict that most of students have developed mainly the critical-thinking and problem-solving skills and also boosted their collaboration competences.

Keywords:

Flipped learning, soft-skills, Collaboration, problem-solving, critical-thinking.