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About 50% of the teachers were not familiar with the concept of the flipped class-
room. Some had attended upskilling sessions were the methodology had been pre-
sented and had used it partly in their regular in person classes before the pandemic
situation but none had adjusted it to a digital format. The advantages of the method-
ology, specifically, the role of the teacher as a coacher is considered as a very positive
approach for the motivation and autonomy of the student in the learning process.

3.2.3 MOTIVATION STRATEGIES
According to the learners target groups teachers face different difficulties in the clas-
ses. For most learners improving their language skills in private initiatives the digital
formats are as interesting as the in person classes and they praise many of the flipped
online classes as more flexible, encouraging and more learner centered. However, for
the majority of the integration programs’ learners, the digital classes are mostly over-
whelming, teachers need supporting strategies that will motivate the student during
their daily 4 hours online lesson. Games, quizzes and presentations/videos seem to be
the most motivating activities for big classes. The working in pairs or small groups ac-
tivities with many interactions among different students keeps the groups alive. The
learning atmosphere in the classroom can also be improved by “using” some of the
strongest students as assistant teachers for the weakest of the group and creating
collaborative working activities. Good timing, a high variety of activities and a clear
structure also play a very relevant role in the motivation of the learners. Most learners
prefer short and good described online exercises, classes with many different activities
that are clearly presented in a regular and structured program.

3.2.4 TRANSVERSAL COMPETENCES TO SUPPORT DIGITAL EDUCATIONAL

SETTINGS
Some of the main problems teachers faced when implementing their first digital les-
sons were the anxiety, uncertainty and the lack of confidence in their teaching skills.
The majority of the teachers considered that the quality of the programs delivered
during the first pandemic stage was low, their teaching skills were inappropriate and
the results achieved by the learners did not match their expected goals. Teaching in-
cludes many techniques and strategies and the social aspect plays a fundamental role
in the classes. Digital competences are definitely necessary for the creation and im-
plementation of virtual activities, however, even the best digital developer can fail in
teaching online if no social and collaborative skills are considered in the classes. In the
same way, a teacher with low digital skills can definitely successfully deliver an online
class if the group feels socially and emotionally supported by the teacher. Motivation,
support, communication and interaction play a fundamental role in the classes. A vir-
tual learning classroom in a zoom session with minimal digital supporting tools that
promotes interaction, respect, inclusive activities and collaborative exercises to be
practiced in a relaxing atmosphere can reach amazing results among the learners.
Teachers need to be offered a supporting teaching framework that enables them to