L’adhésion des étudiants à la classe inversée : une approche par le style d’apprentissage

Abstract

Les étudiants peuvent être plus ou moins favorables à la démarche de la classe inversée (Chevalier et Adjedj, 2014) et, par conséquent, s’engager dans les tâches proposées à distance de façon très inégale. Afin de mieux comprendre ce phénomène, nous avons mobilisé les styles et les modes d’apprentissage issus du cycle de l’apprentissage expérientiel de Kolb (1984) pour étudier comment, selon leur style et leur mode d’apprentissage, les étudiants perçoivent les capsules vidéo (que nous appellerons «vidéo-cours » ) consultées à distance et les activités menées en présentiel. Nos résultats montrent que les étudiants qui apprennent par «conceptualisation abstraite » sont les plus critiques envers la classe inversée ; en revanche ceux qui apprennent principalement par «expérimentation active » ont une perception plus positive des effets de la classe inversée sur leur apprentissage.

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

“…These results go in parallel with the literature's data, which specify that the FC creates an environment in which, under the teacher's guidance, students consider themselves as people of the front line who are responsible for their learning [8], [45]. Thus, when the teacher adopts such an approach, he/she places the student at the center of the teaching/learning process which arouses their motivation [40], stimulates their cognitive and metacognitive capacities, facilitates the achievement of their personal and professional objectives, and, by extension, guarantees them success in studies [33], [45], [49], [51]- [53], [55]. In addition, adopting the FC provides self-confidence, makes it possible to deepen all kinds of knowledge and understand the covered concepts more easily, enhances the provided work and develops the ability to share, collaborative work, and curiosity [35], [40], [51].…”

“…Along the same ideological lines, Jacob adds that the FC is a pedagogical innovation that certainly leads the student to become more engaged in their learning since they find a match between their efforts and the obtained results [1], [33], [57]- [61]. Since the learner can consult the lessons at any time and repeat them as much as necessary until they have a good grasp of them, they are more likely to follow better the content of the course [35], [40], [51].…”

“…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.…”

“…It allows, on the one hand, better use of digital technology [39], [42] and thus responds to the demand of a hyper-connected generation [33]. And on the other hand, it keeps the focus on the learner during the learning process [7], [10], prepares him/her before class to make them more active once in class [2], and gives them the means to be more autonomous and more socio-constructive [43].…”

“…And on the other hand, it keeps the focus on the learner during the learning process [7], [10], prepares him/her before class to make them more active once in class [2], and gives them the means to be more autonomous and more socio-constructive [43]. It is an insightful method of using the new technologies in support of pedagogy [11], [33], [35], [44].…”