"Flipped classroom" business English classes are required at most universities that teach economics, and this study will investigate how these classes help students learn critical thinking skills and improve their academic performance, as well as what students think of this model. A multimedia textbook titled "English for Business" enhances the learning environment. This was an exploratory investigation that used a range of methodologies. The study examined children's critical thinking and academic progress (learning outcomes). Surveys of students' critical thinking abilities and placement assessments were utilized to acquire statistical data. The Cronbach alpha coefficients were used to evaluate the critical thinking test outcomes, and the aggregated data was analyzed using SPSS AMOS statistical software. The study revealed that teaching ESP and Business English to Economics students via the "flipped schoolroom" technique can enrich both the learners' and instructors' education experiences. Because students are held responsible for their progress, this method develops critical thinking skills and academic accomplishment by using a variety of teaching methods. A student-centered approach replaces the teacher-centered approach in the preceding paradigm.

As online education continues to grow in popularity, instructors are increasingly seeking ways to design effective and engaging online courses. "Canvas LMS Course Design: Create and deliver interactive online courses on the Canvas learning management system, 2nd Edition" by Ryan John is a comprehensive guide to designing online courses using the Canvas learning management system (LMS). The book is an excellent resource for instructors at all levels of experience, providing practical advice and examples to help them design engaging and effective courses that meet the needs of their students. The book focuses on the practical aspects of course design. John provides clear and concise guidance on topics such as multimedia integration, assessment strategies, and student engagement, and provides numerous examples and case studies to illustrate these concepts in action.

At the beginnings of 2020, the COVID-19 pandemic altered the traditional teaching in order for the most school kids all across the globe, and online learning at homes has emerged as a growing phenomenon. This article investigates the link between both the interpersonal referential, considered proximity, and perceptions of control, as well as the educational involvement of Universities Learners, using the stimuli–organism–responses (S-O-R) type as a framework. According to the findings of this research, which was based on information from 378 university learners who participated in online learning, reported proximity, subjective norm, and interpersonal referential are all beneficial to learners' self-oriented and well-being, hence increasing their excitement for instruction. The goal is to help surveyors, teachers, developers, and others in the identification of effectiveness approaches to conceive and assess learners’ participation in e-learning courses and programs.

"Flipped classroom" business English classes are required at most universities that teach economics, and this study will investigate how these classes help students learn critical thinking skills and improve their academic performance, as well as what students think of this model. A multimedia textbook titled "English for Business" enhances the learning environment. This was an exploratory investigation that used a range of methodologies. The study examined children's critical thinking and academic progress (learning outcomes). Surveys of students' critical thinking abilities and placement assessments were utilized to acquire statistical data. The Cronbach alpha coefficients were used to evaluate the critical thinking test outcomes, and the aggregated data was analyzed using SPSS AMOS statistical software. The study revealed that teaching ESP and Business English to Economics students via the "flipped schoolroom" technique can enrich both the learners' and instructors' education experiences. Because students are held responsible for their progress, this method develops critical thinking skills and academic accomplishment by using a variety of teaching methods. A student-centered approach replaces the teacher-centered approach in the preceding paradigm.