Effets de la mise en œuvre de la classe inversée à travers Edmodo dans l’apprentissage de la grammaire

Abstract

RÉSUMÉ. La stratégie de classe inversée, comme l’une des stratégies de l’apprentissage hybride, a eu un impact positif sur le changement des méthodes d’enseignement traditionnelles, qui passent généralement du temps en classe, en les combinant de manière virtuelle. Cette étude tente d’étudier les effets de la stratégie de classe inversée en utilisant Edmodo dans l’apprentissage de la grammaire française. L'étude est menée en utilisant la méthode quantitative avec le modèle quasi expérimental. Les participants à cette recherche sont les étudiants qui ont étudié la grammaire française du niveau A1 / A2 du CECRL dans une université en Indonésie. Les résultats montrent que cette stratégie contribue positivement à l’amélioration des performances des étudiants en matière de grammaire. Cette étude devrait contribuer à offrir un autre aperçu de la conception et des résultats de l’application du matériel d’apprentissage par le biais de la stratégie de la classe inversée, notamment à travers la plateforme Edmodo. Mots-clés : apprentissage hybride, classe inversée, Edmodo, grammaire. ABSTRACT. The strategy of flipped classroom, like one of the blended learning’s strategies, had a positive impact in the change of the traditional methods of teaching, which normally spend time in the classroom, by combining them with those in a virtual way. This study attemps to investigate the effects of flipped classroom strategy using Edmodo in the French grammar learning. The study is conducted by using the quantitative method with the model quasi-experimental. The participants of this research is the students who studied French grammar on CEFR level A1/A2 in one university in Indonesia. The results show that this strategy contributes positively to the improvement of the students’ performances in grammar subject. This study should contribute in offering another insight into the design and results of the application of learning materials through the flipped classroom’s strategy, in particular through Edmodo platform. Keywords: blended learning, flipped classroom, Edmodo, grammar.

Gamified flipped learning in a French foreign language class: Efficiency and student perception

“…In language classes, FL methods have been used to support skills such as listening and speaking (Amiryousefi, 2019) and grammar (Darmawangsa and Racmadhany, 2018). Hung (2015) noted that the students in an English FL class put more effort into their learning process than students in traditional classes.…”

“…Few studies have been conducted on FL in FFL classes with beginner learners (Zou et al, 2020). Darmawangsa and Racmadhany (2018) studied 34 learners from A1/A2 levels learning grammar at university level. They found that student performances improved through the FL methodology.…”

Impact of the Flipped Classroom on the Motivation of Undergraduate Students of the Higher Institute of Nursing Professions and Health Techniques of Fez-Morocco

“…All the studies established in educational science and which deal with motivation in a sociocognitive perspective homologate the fact that a passive pedagogy leads to diminished motivation and consequently to quasi-total annihilation of success-building, encompassing the lack of excellence, performance and discipline, absenteeism, dropping out, and failure above all [3]- [5]. Whereas on the other hand, an active pedagogy which is utilizing diversified methods, nourishes motivation and consequently guarantees effective and meaningful learning [6], [7] which leads to success [8] and achievement of the learner's personal and professional objectives [9]- [11]. Teachers' pedagogical choices can therefore be decisive for students' commitment to their studies.…”

“…Thus, based on the fact that an active pedagogical practice [33] can nourish motivation [6], [7] and consequently lead to success [8] and achievement of personal and professional goals [9]- [11], the situation generated by COVID-19 was a profitable opportunity to innovate in pedagogy, within the HINPHT of Fez, and experiment a new active pedagogy (FC) on the one hand, and assess the impact of this FC on students' motivational dynamics on the other hand.…”

Teaching Online During Pandemic COVID-19

“…The use of LMS like Edmodo, Google Classroom, and Schoology can be used in asynchronous distance learning to make it easier for teachers and students to achieve learning goals. However, the learning process through LMS must be supported by interesting and motivating learning materials, such as the use of videos, and make this process work in two directions where students and teachers can interact through discussion or comment sections (Darmawangsa & Racmadhany, 2018).…”