EJES
  • Home
  • Archives
    • 2014
      • Vol.1.No.1
      • Vol.1.No.2
      • Vol.1.No.3
      • Vol.1.No.4
    • 2015
      • Vol.2.No.1
      • Vol.2.No.2
      • Vol.2.No.3
      • Vol.2.No.4
    • 2016
      • Vol.3.No.1
      • Vol.3.No.2
      • Vol.3.No.3
      • Vol.3.No.4
    • 2017
      • Vol.4.No.1
      • Vol.4.No.2
      • Vol.4.No.3
      • Vol.4.No.4
    • 2018
      • Vol.5.No.1
      • Vol.5.No.2
      • Vol.5.No.3
      • Vol.5.No.4
    • 2019
      • Vol.6.No.1
      • Vol.6.No.2
      • Vol.6.No.3
      • Special edition October 2019
      • Vol.6.No.4
    • 2020
      • Vol.7.No.1
      • Vol.7.No.2
      • Vol.7.No.3
      • Vol.7.No.4
    • 2021
      • Vol.8 no.1
      • Vol.8 no.2
      • Vol.8 no.3
      • Vol.8 no.4
    • 2022
      • Vol.9 no.1
      • Vol.9 no.2
      • Vol.9 no.3
      • Vol.9 no.4
    • 2023
      • Vol.10 no.1
      • Vol.10 no.2
    • 2024
      • Vol.11 no.1
      • Vol.11 no.2
  • About
    • Aims and Scope
    • Copyright and Access
    • Policies, Ethics and Malpractice Statement
  • Submission
  • Editorial Board
  • Index
Select Page

Flipped Learning for Repurposing EFL Class Time in Moroccan University

VOL 6, NO 4 (2019)

  • Flipped Learning for Repurposing EFL Class Time in Moroccan University
    Mohamed Jaafari
    Download 349 downloads

Cite this article

Review history

Jaafari, M. (2019). Flipped Learning for Repurposing EFL Class Time in Moroccan University. The European Journal Of Educational Sciences, 06(04). doi: 10.19044/ejes.v6no4a1

This work is licensed under a Creative Commons Attribution 4.0 License .

Recent Posts

  • Investigation of Career Decision Regrets Among Students in the Faculty of Sport Sciences: A Case Study of Bartın University
  • The Nature of Science Assessment by Gifted Secondary School Students in Türkiye
  • Assessing Pre-Service Teachers‘ Competencies in Teaching Basic School Science Curriculum: A Case Study
  • Fostering Science Teaching Excellence: A Professional Learning Community-Based Model for Sustainable Teacher Development
  • A Critical Review of the Plight of Teenage Pregnant Girls Displaced by the COVID-19 Pandemic in Namibian Schools

Archives

  • November 2024
  • March 2024
  • October 2023
  • April 2023
  • December 2022
  • October 2022
  • June 2022
  • March 2022
  • January 2022
  • October 2021
  • July 2021
  • April 2021
  • January 2021
  • October 2020
  • September 2020
  • June 2020
  • March 2020
  • December 2019
  • November 2019
  • October 2019
  • June 2019
  • March 2019
  • December 2018
  • September 2018
  • June 2018
  • March 2018
  • December 2017
  • September 2017
  • June 2017
  • April 2017
  • December 2016
  • October 2016
  • July 2016
  • April 2016
  • January 2016

Categories

  • VOL 11, NO 2 (2024)
  • VOL 11, NO 1 (2024)
  • VOL 10, NO 2 (2023)
  • VOL 10, NO 1 (2023)
  • VOL 9, NO 4 (2022)
  • VOL 9, NO 3 (2022)
  • VOL 9, NO 2 (2022)
  • VOL 9, NO 1 (2022)
  • VOL 8, NO 4 (2021)
  • VOL 8, NO 3 (2021)
  • VOL 8, NO 2 (2021)
  • VOL 8, NO 1 (2021)
  • VOL 7, NO 4 (2020)
  • VOL 7, NO 3 (2020)
  • VOL 7, NO 2 (2020)
  • VOL 7, NO 1 (2020)
  • VOL 6, NO 4 (2019)
  • VOL 6, NO 3 (2019)
  • Special Edition October 2019
  • VOL 6, NO 2 (2019)
  • VOL 6, NO 1 (2019)
  • VOL 5, NO 4 (2018)
  • VOL 5, NO 3 (2018)
  • VOL 5, NO 2 (2018)
  • VOL 5, NO 1 (2018)
  • VOL 4, NO 4 (2017)
  • VOL 4, NO 3 (2017)
  • VOL 4, NO 2 (2017)
  • VOL 4, NO 1 (2017)
  • VOL 3, NO 4 (2016)
  • VOL 3, NO 3 (2016)
  • VOL 3, NO 2 (2016)
  • VOL 3, NO 1 (2016)
  • VOL 1, NO 1 (2014)
  • VOL 1, NO 2 (2014)
  • VOL 1, NO 3 (2014)
  • VOL 1, NO 4 (2014)
  • VOL 2, NO 1 (2015)
  • VOL 2, NO 2 (2015)
  • VOL 2, NO 3 (2015)
  • VOL 2, NO 4 (2015)

Meta

  • Log in
  • Entries feed
  • Comments feed
  • WordPress.org
  • Facebook

Designed by Elegant Themes | Powered by WordPress