Presentation Upside Down and Inside out: Flip your Classroom via "Rosetta Stone" to Improve Active and Autonomous Learning more

Recently, flipped classroom models have been increasingly popular as pedagogical tools that promote active and independent learning. However, in the Moroccan context, these concepts of flipped classroom and e-learning strategies are still lagging behind. To highlight this issue, this study investigates students’ engagement and self-directed learning in language instruction through the use of "Rosetta Stone" as an adaptive language learning platform in conjunction with the flipped classroom paradigm. To optimize the potential of blended learning settings, this study focuses on interactive, student-centered activities during in-person sessions and moves receptive skills, such as listening and reading outside the classroom. Surveys, classroom observations, and performance analyses grids are all part of the mixed-methods approach used in this case study of master's students at the Polydisciplinary Faculty of Taza. The findings show notable gains in students’ autonomy, critical thinking, and language acquisition. These results highlight how well adaptive learning tools like "Rosetta Stone" and flipped classroom concepts work together to produce engaging and inclusive learning environments. The study provides insights for educators looking to modernize and bridge traditional and technology-driven pedagogical approaches. This study adds to the larger debate on creative teaching strategies in higher education in Morocco.