Sources d’influence de l’engagement des étudiants dans un dispositif de classe inversée à l’université : le cas de PedagInnov

Gérard, Laetitia; Rubio, A.

doi:10.4000/ripes.2212

Cited by 3 publications

(8 citation statements)

References 12 publications

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“…As an example, Gerard and Rubio [18] reported that Prégent [19] consider engagement along two dimensions-cognitive engagement and behavioral engagementby linking it to student conduct, such as perseverance, class participation, punctuality, and involvement in learning situations. Cognitive engagement is the intellectual…”

Section: School Engagementmentioning

confidence: 99%

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The Effect of Group Size on Cognitive and Behavioural Students' Engagement

Laaziz,

Chemsi,

Radid

2023

Int. J. Emerg. Technol. Learn.

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The size of the group is an important subject to discuss, especially in light of the challenges that appear with the trend toward large institutions with large student bodies in higher education, including the quality of student integration and the quality requirements that higher education must meet in light of the high qualifications demanded by the world of employment. In this study, we examine the effect of learning-group size on students’ cognitive and behavioral engagement. In a quantitative approach, a questionnaire survey is used to collect data from 234 students at the Hassan II University in Casablanca. The purpose of this research is to demonstrate the influence of group size on students’ cognitive and behavioral engagement. The participants were separated into 140 students in large groups and 94 small groups. A questionnaire measured the impact of group size on participants’ cognitive and behavioral engagement and had a Cronbach’s alpha value of 0.9. According to the study’s findings, group size should be taken into account because it affects most factors related to cognitive and behavioral engagement. To increase student involvement and boost their academic achievement, it is advised that more empirical research should be done in order to develop pedagogical strategies to control this difference much better.

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Section: School Engagementmentioning

confidence: 99%

“…work put into learning by the student [20]- [22] and is shown by concentration, attention, and learning strategies [18].…”

Section: School Engagementmentioning

confidence: 99%

The Effect of Group Size on Cognitive and Behavioural Students' Engagement

Laaziz,

Chemsi,

Radid

2023

Int. J. Emerg. Technol. Learn.

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“…However, one of the necessary conditions for the successful implementation of a pedagogical innovation is precisely the motivation and engagement of the students. A wait-and-see attitude or rejection on the part of the students would undermine the entire system [16].…”

Section: Literature Reviewmentioning

confidence: 99%

“…Theoretical data revealed that this FC is known for its multiple advantages: namely, development of disciplinary and transversal skills by virtue of a better appropriation of formalized knowledge, differentiation between teaching and learning [34], [45], enhanced interactions, and improved student engagement through greater autonomy, exchanges and personalized contacts between students and teachers, and personalized support [46]. In addition, it allows a fruitful combination between a direct transmission of knowledge and a constructivist or even a socio-constructivist approach of learning [8], [47], [48], the use of self-regulated learning strategies by the students themselves, and above all, an increased motivation and improved outcomes for the most disadvantaged students [7], [16], [34], [45].…”

Section: 5mentioning

confidence: 99%

“…In short, FC is a pedagogical innovation that rejects the methods of traditional teaching and uses the advantages offered by digital technology in order to make the learner an actor in his learning while reversing the space-time of teaching-learning and adopting active methods, seeking to bring out in the field a reflective practitioner rather than a manipulator and passive executor of gestures [16].…”

Section: 5mentioning

confidence: 99%

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

Lamsyah

Bouazzaoui

Kanjaa

2022

Int. J. Emerg. Technol. Learn.

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Motivation is the cornerstone in building success. If it is strong, the achievement of a greater number of objectives will be assured, and therefore a more glorious success can be met. Thus, to promote motivation, it is advisable to pay particular attention to the pedagogical approach adopted by the teacher, since it has been proven that there is a positive relationship between the choice of an active approach and an enhancing motivation. The situation generated by COVID-19, has been a profitable opportunity to experiment with hybrid “Flipped Classroom” pedagogy, with a view to inverting the class and adapting learning activities, that have been traditionally offered to students, through distance (online) and in-person learning alternately. Thus, the present study aims at evaluating the impact of this Flipped Pedagogy on the motivation of undergraduate students of the Higher Institute of Nursing Professions and Healthcare Techniques in Fez. Data have been collected from 410 students, who were questioned before and after the adoption of the Flipped Classroom, based on a motivation scale validated by Rolland Viau in 1994. The answering percentage was of 90.73%. Data analysis demonstrated the existence of a significant relationship between the Flipped Classroom and students' motivation; the motivational profile, which was 18.54%, became 89.25% after flipping the class. The Flipped Classroom can significantly bring a surplus value to pedagogy, hence the importance of broadening its spectrum and integrating it as a new approach of teaching within health sciences educational institutions.

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Engagement en situation de cours ou de travaux dirigés : impacts d’un dispositif de classe inversée en licence de sciences de la vie

Agnès,

Moyon,

Locker

2024

Didactique

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Nous constatons chez les étudiant·es de 1er cycle universitaire en sciences de la vie une passivité en cours comme en travaux dirigés (TD) et un apprentissage trop surfacique. Dans le but de les engager davantage et stimuler un apprentissage en profondeur, nous avons déployé un dispositif de classe inversée dans lequel les exposés magistraux ont été remplacés par un apprentissage du cours en autonomie (distanciel asynchrone), et les TD modifiés pour introduire du travail collaboratif. Nous avons ensuite interrogé les effets de ce dispositif sur l’engagement de nos étudiant·es. Afin de mener une analyse comparative contrôlée, le dispositif a été testé sur la moitié de la promotion (cohorte d’intérêt ; n=137) ; l’autre moitié a reçu un enseignement au format traditionnel (cohorte contrôle ; n=180). L’engagement comportemental, émotionnel, agentique et cognitif des étudiants a été mesuré via un questionnaire auto-rapporté, en considérant l’unité d’enseignement dans son ensemble, ou en distinguant deux situations très différentes : le cours et les TD. Nos données révèlent un bénéfice global du dispositif sur l’engagement émotionnel et cognitif des étudiant·es. En situation d’apprentissage de cours, l’engagement est accru dans les quatre dimensions interrogées. En TD, l’impact positif ne porte que sur la dimension émotionnelle.

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Sources d’influence de l’engagement des étudiants dans un dispositif de classe inversée à l’université : le cas de PedagInnov

Abstract: Sources d'influence de l'engagement des étudiants dans un dispositif de classe inversée à l'université : le cas de PedagInnov

Cited by 3 publications

References 12 publications

The Effect of Group Size on Cognitive and Behavioural Students' Engagement

The Effect of Group Size on Cognitive and Behavioural Students' Engagement

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

Engagement en situation de cours ou de travaux dirigés : impacts d’un dispositif de classe inversée en licence de sciences de la vie

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