Mise en œuvre d'une approche d'apprentissage inversée avec TPACK de la 6e à la 9e année
DOI :
https://doi.org/10.21432/cjlt28506Mots-clés :
TPACK, apprentissage inversé, apprentissage amélioré par la technologie, recherche basée sur la conceptionRésumé
Cette étude basée sur une approche d'apprentissage inversé utilise des ressources audiovisuelles comme activités de préapprentissage. Soixante-cinq élèves des classes de 6e, 7e et 9e années et accompagnées de quatre enseignants ont participé à cette expérience. L’objectif de cette étude était d'explorer l’introduction d'une pédagogie enrichie par la technologie dans les domaines des sciences, des mathématiques et des études sociales. La mise en œuvre a été séquencée afin d’offrir aux étudiants qui apprenaient l'anglais l’occasion d’interagir en suivant les concepts du programme scolaire en visionnant des vidéos dont le langage avait été adapté par l'enseignant et qui contenaient des questions intégrées. Il est important de noter que cela se faisait avant les activités d'apprentissage en classe. Le cadre de connaissance technologique, pédagogique et de contenu (TPACK) a été utilisé pour informer la conception pédagogique des activités d'apprentissage inversé. Des sessions mensuelles de formation professionnelle pour les enseignants-chercheurs ont été organisées, et des données ont été recueillies à partir des réflexions des enseignants et d'une enquête auprès des élèves. Les résultats ont indiqué que les enseignants disposaient plus de temps en classe pour soutenir les élèves en matière d’enrichissement, la remédiation, le travail en petits groupes et d'apprentissage actif. Les élèves ont rapporté que les activités de vidéos de préapprentissage leur avaient été bénéfiques et avaient complété les activités d’apprentissage en classe. Cette étude sert à informer les enseignants et les écoles qui envisagent de mettre en œuvre l'apprentissage inversé pour aider les élèves à comprendre la connaissance du contenu et l'apprentissage de l'anglais, ainsi que les chercheurs qui étudient les modèles utilisant des séquences d'apprentissage inversé.
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© Nadia Delanoy, Jasmine El-Hacha, Monica Miller, Barbara Brown 2024
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