The quintessence of learning will be figuring out how to learn and think with a specific goal to meet the demands of the 21st century. Specifically, learners ought to be prepared to work in various situations with numerous unpredictable requirements. The present experimental study depicts the experiences of prospective teachers while studying a course through Problem Based Learning. The study was conducted by using a quasiexperimental design. The lecture-cum-discussion method was followed in the control group, whereas the lessons in the treatment group were implemented according to the 7-steps of Problem-Based Learning. A purposive sample of two groups (control and experimental group) of female prospective teachers studying the course of Educational Research enrolled in Department of Education, International Islamic University Islamabad was taken for the study. The experimental group (N=30) described their experiences of learning the course through PBL in interviews. The analysis was done through coding the responses and making themes.

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During the current emergency of Pandemic disease of Covid-19, the importance of online learning strategy has much increased due to closure of schools, colleges and universities in most part of the globe. To evaluate the effectiveness of online learning, a statistical study has been conducted on the academic achievements of postgraduate students learned by online versus face-to-face learning modes. The statistical analysis of academic achievements of postgraduate students has been done by SPSS-20 statistical tool. The t-test analysis showed that the t-value was 0.549 and p-value was 0.583. The significance level for t-test analysis was 0.05. As, the p-value was more that 0.05 (p˃0.05) so, no significant relation has been found in the academic achievements of the students learned by online and face to face modes of learning. The null hypothesis (Ho) was proved true and the alternative hypothesis (H1) rejected. The reasons for no significant relation were abruptly shifting of learning modes from face-to-face to online, slow working of LMS accounts due to over burden, login and voice problems during the online classes. Overall, the students performed better in the online modes of learning. Some students performed good in face-to-face learning and performed poor in online modes of learning. So, to generalize, it is necessary to do more research on online modes of learning under regional context.

In recent years, a new learning approach called "Flipped classrooms model" has been stated as an effective way of learning. In this study, a statistical approach for the comparison of traditional lecture method and Flipped classrooms model has been performed for the academic performance of students in 6th and 7th semesters in the subject of Psychology. The study comprised of two semesters (32 weeks). The students in the 6th semester learned by traditional lecture method while in the 7th semester, students used the Flipped classroom model. The students and subject were the same in both the semesters. The statistical analysis showed that 7th semesters students learned by "Flipped classrooms model" achieved better academic performance than the 6th-semester students learned by traditional lecture method. The t-test analysis showed that the students learned by Flipped classroom model have effect size 3% more than academic achievements of students learned by traditional lecture method.

Contribution/Originality: This study makes a critical review of 33 studies on Flipped classroom model with the view to understand how the previous studies have acknowledge the importance, adaptability and of flipped classroom model in the modern learning environments and also how they differentiated this model from the Traditional Lecture Method. INTRODUCTIONLearning is an essential element of humankind and crucial for the development of a nation (Hafeez et al., 2020). Buckman et al. (2010) stated that there are four important strategies for active learning (1) create individual activities in and out of the classroom (2) integrate students in group activities (3) inspire informal group, and (4) assign project tasks to cooperative students. Engaging these concepts with "Flipped classroom model" involves students to take part in the learning process with full concentration. This model enables students to learn more cooperatively and think critically. It also allows students to share their knowledge with peers (Michel, Cater III, & Varela, 2009). The Flipped classroom model improves the efficacy of learning and increases the motivation level of