Durabilité et évolutivité des outils numériques d'apprentissage : ABRACADABRA au Kenya

Auteurs-es

  • Larysa Lysenko Centre for the Study of Learning and Performance, Concordia University https://orcid.org/0000-0002-7929-3381
  • Philip C. Abrami Center for the Study of Learning and Performance, Concordia University
  • C. Anne Wade Center for the Study of Learning and Performance, Concordia University

DOI :

https://doi.org/10.21432/cjlt27961

Mots-clés :

technologie éducative, facteurs de durabilité, évolutivité, Afrique sub-saharienne

Résumé

Cet article explore les facteurs permettant d'augmenter la probabilité que la mise en œuvre d'ABRACADABRA, une approche technologique de l'enseignement et de l'apprentissage de l'alphabétisation, perdure et s'étende au-delà de la recherche initiale. Commencée comme une étude pilote dans 12 classes, la mise en œuvre s'est étendue à plus de 500 classes primaires sur six ans dans cinq régions du Kenya. S'inspirant de la recherche sur l'évolutivité et la durabilité des interventions éducatives et de la théorie valeur-expectative-coût, une enquête exploratoire a été conçue pour interroger une série d'acteurs impliqués dans la mise en œuvre du logiciel. Nous avons utilisé une combinaison d'approches de codage a priori et axées sur les données pour analyser les récits. Nous avons ensuite construit un modèle explorant la relation entre les expectatives-valeur-coût et les facteurs associés à la mise en œuvre et à la durabilité. Le modèle explique une part importante de la variance dans l'intention autodéclarée d'utiliser le logiciel, les contributions les plus significatives provenant des politiques, du développement professionnel et des étudiants. Ces résultats peuvent être utiles dans le contexte des pays à revenu faible ou moyen où il n'existe pas de principes validés par la recherche pour construire des interventions éducatives durables et évolutives.

Bibliographies de l'auteur-e

Larysa Lysenko, Centre for the Study of Learning and Performance, Concordia University

Larysa Lysenko, Centre for the Study of Learning and Performance, Concordia University. Dr. Lysenko has been working on the CSLP research projects about implementation, sustainability and scale-up of educational technologies for teaching and learning.  She is interested in learning about how teachers advance their practice and how educational innovation impacts their instruction and students’ learning outcomes.

Philip C. Abrami, Center for the Study of Learning and Performance, Concordia University

Philip C. Abrami, Centre for the Study of Learning and Performance, Concordia University. Dr. Abrami, the former CSLP Director, has been the leader in developing educational software and has served as the principal investigator on a multitude of large-scale projects. He has published widely on topics ranging from instructional effectiveness to distance learning and educational technology.

C. Anne Wade, Center for the Study of Learning and Performance, Concordia University

C. Anne Wade, Centre for the Study of Learning and Performance, Concordia University. Anne Wade, (M.L.I.S.) currently serves as the LTK+ Global Manager. Building on her experience with project management, knowledge exchange and partnerships for the CSLP, she co-designs training and curriculum materials and oversees the administrative components of the projects.

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Publié-e

2022-08-10

Numéro

Vol. 48 No. 1 (2022): Hiver

Rubrique

Articles

Licence

© Larysa Lysenko, Philip C. Abrami, C. Anne Wade 2022

Licence Creative Commons

Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale 4.0 International.

Droits d’auteur

Les auteurs conservent le droit d'auteur et accordent le droit de la première publication de la revue avec le travail simultanément sous une licence Creative Commons Attribution - Pas d’Utilisation Commerciale 4.0 International (CC-BY-NC 4.0) qui permet aux autres de partager le travail avec une reconnaissance de la paternité de l'œuvre et la publication initiale dans ce journal.