Abstract
Recent years have brought the need for new pedagogical approaches that appeal to the involvement and participation of learners in the learning process. One of these approaches is the flipped classroom, which gives to learners the possibility to prepare for the next class, through pre-recorded video lectures and close-ended problems. Many studies merely replace in-class instructions by videos and use class time for group discussions. Nevertheless, what instructional design framework should we use in planning the overall flipped classroom approach? This paper attempts to answer this question through exploratory studies conducted in Algeria University. The purpose of this case study was to explore English education learners' experiences of digital storytelling through a flipped classroom approach.
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