Exploration de la conception de cours hybrides pour les cours des collèges communautaires à l'aide du cadre de référence de la communauté d'enquête
DOI :
https://doi.org/10.21432/cjlt28012Mots-clés :
apprentissage hybride , collège communautaire , communauté d'enquête, présence pédagogique, présence sociale , présence cognitive, méthodes mixtesRésumé
L'objectif de cette étude utilisant des méthodes mixtes convergentes et en une seule phase était de comparer les différences dans l'efficacité des présences de la communauté d'enquête (CE) d'un modèle d'enseignement hybride en blocs d'un collège communautaire avec son homologue dans la modalité présentielle. Les données ont été recueillies à partir d’un sondage sur la communauté d'enquête, des rapports tirés du système de gestion de l’apprentissage Blackboard et des sondages d'évaluation des cours. Les résultats indiquent que les étudiants ont eu une meilleure expérience globale avec le cours hybride. Le modèle de blocs hybrides offrait de la flexibilité tout en atteignant les objectifs du cours. De plus, les résultats révèlent des différences dans les trois présences de la CE entre les deux modalités de cours, les étudiants étant plus conscients des présences dans le cours en présentiel.
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© Elena Chudaeva, Cynthia Blodgett, Guilherme Loth, Thuvaragah Somaskantha 2023
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