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.
Références
Aidinopoulou, V., & Sampson, D. G. (2017). An action research study from implementing the flipped classroom model in primary school history teaching and learning. Educational Technology & Society, 20(1), 237–247. https://www.jstor.org/stable/jeductechsoci.20.1.237
Al-Abdullatif, A. M. (2020). Investigating self-regulated learning and academic achievement in an eLearning environment: The case of K–12 flipped classroom. Cogent Education, 7(1), Article 1835145. https://doi.org/10.1080/2331186X.2020.1835145
Alfares, N. (2017). Benefits and difficulties of learning in group work in EFL classes in Saudi Arabia. English Language Teaching, 10(7), 247–256. https://doi.org/10.5539/ELT.V10N7P247
Bhagat, K., Chang, C.-N., & Chang, C.-Y. (2016). The impact of the flipped classroom on mathematics concept learning in high school. Educational Technology & Society, 19(3), 134–142. https://www.jstor.org/stable/jeductechsoci.19.3.134
Bond, M. (2019). Flipped learning and parent engagement in secondary schools: A South Australian case study. British Journal of Educational Technology, 50(3), 1294–1319. https://doi.org/10.1111/bjet.12765
Brown, B., Delanoy, N., & Webster, M. (2022, May 18). Flipped learning in grade 7 and 9 mathematics. Open Technology in Education, Society, and Scholarship Association Conference Proceedings: 2022, 2(1), 1–8. https://doi.org/10.18357/otessac.2022.2.1.23
Cevikbas, M., & Kaiser, G. (2022). Student engagement in a flipped secondary mathematics classroom. International Journal of Science and Mathematics Education, 20(7), 1455–1480. https://doi.org/10.1007/s10763-021-10213-x
Chang, S.-C., & Hwang, G.-J. (2018). Impacts of an augmented reality-based flipped learning guiding approach on students’ scientific project performance and perceptions. Computers and Education, 125, 226–239. https://doi.org/10.1016/j.compedu.2018.06.007
Chao, C.-Y., Chen, Y.-T., & Chuang, K.-Y. (2015). Exploring students’ learning attitude and achievement in flipped learning supported computer aided design curriculum: A study in high school engineering education. Computer Applications in Engineering Education, 23(4), 514–526. https://doi.org/10.1002/cae.21622
Chuang, H.-H., Weng, C.-Y., & Chen, C.-H. (2018). Which students benefit most from a flipped classroom approach to language learning? British Journal of Educational Technology, 49(1), 56–68. https://doi.org/10.1111/bjet.12530
Fisher, R., Ross, B., LaFerriere, R., & Maritz, A. (2017). Flipped learning, flipped satisfaction, getting the balance right. Teaching and Learning Inquiry, 5(2), 114–127. https://doi.org/10.20343/teachlearninqu.5.2.9
Flipped Learning Network. (2014). The four pillars of F-L-I-P. https://flippedlearning.org/wp-content/uploads/2016/07/FLIP_handout_FNL_Web.pdf
Fung, C.-H. (2020). How does flipping classroom foster the STEM education: A case study of the FPD model. Technology, Knowledge and Learning, 25(3), 479–507. https://doi.org/10.1007/s10758-020-09443-9
Graziano, K. J., & Hall, J. D. (2017). Flipped instruction with English language learners at a newcomer high school. Journal of Online Learning Research, 3(2), 175–196. https://files.eric.ed.gov/fulltext/EJ1151092.pdf
Jong, M. S., Chen, G., Tam, V., & Chai, C. S. (2019). Adoption of flipped learning in social humanities education: The FIBER experience in secondary schools. Interactive Learning Environments, 27(8), 1222–1238. https://doi.org/10.1080/10494820.2018.1561473
Kinnari-Korpela, H. (2015). Using short video lectures to enhance mathematics learning – Experiences on differential and integral calculus course for engineering students. Informatics in Education, 14(1), 67–81. https://doi.org/10.15388/infedu.2015.05
Koehler, M. J. (2011). Using the TPACK image. http://matt-koehler.com/tpack2/using-the-tpack-image/
Lee, J., & Choi, H. (2019). Rethinking the flipped learning pre‐class: Its influence on the success of flipped learning and related factors. British Journal of Educational Technology, 50(2), 934–945. https://doi.org/10.1111/bjet.12618
Lo, C. K. (2017). Toward a flipped classroom instructional model for history education: A call for research. International Journal of Culture and History, 3(1), 36–43. https://doi.org/10.18178/ijch.2017.3.1.075
Lo, C. K., & Hew, K. F. (2017). A critical review of flipped classroom challenges in K–12 education: Possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12, Article 4. https://doi.org/10.1186/s41039-016-0044-2
Mazur, A., Brown, B., & Jacobsen, M. (2015). Learning designs using flipped classroom instruction. Canadian Journal of Learning and Technology, 41(2), 1–26. https://doi.org/10.21432/T2PG7P
McKenney, S., & Reeves, T. C. (2019). Conducting educational design research (2nd ed.). Routledge.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Sage.
Mischel, L. J. (2019). Watch and learn? Using Edpuzzle to enhance the use of online videos. Management Teaching Review, 4(3), 283–289. https://doi.org/10.1177/2379298118773418
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Muir, T. (2021). Self-determination theory and the flipped classroom: A case study of a senior secondary mathematics class. Mathematics Education Research Journal, 33(3), 569–587. https://doi.org/10.1007/s13394-020-00320-3
O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85–95. https://doi.org/10.1016/j.iheduc.2015.02.002
Pang, Y. (2022). The role of web-based flipped learning in EFL learners’ critical thinking and learner engagement. Frontiers in Psychology, 13, Article 008257. https://doi.org/10.3389/fpsyg.2022.1008257
Putri, M. D., Rusdiana, D., & Rochintaniawati, D. (2019). Students’ conceptual understanding in modified flipped classroom approach: An experimental study in junior high school science learning. Journal of Physics: Conference Series, 1157(2), Article 022046. https://doi.org/10.1088/1742-6596/1157/2/022046
Santikarn, B., & Wichadee, S. (2018). Flipping the classroom for English language learners: A study of learning performance and perceptions. International Journal of Emerging Technologies in Learning, 13(9), 123–135. https://doi.org/10.3991/ijet.v13i09.7792
Singay, S. (2020). Flipped learning in the English as a second language classroom: Bhutanese students’ perceptions and attitudes of flipped learning approach in learning grammar. Indonesian Journal of Applied Linguistics, 9(3), 666–674. https://doi.org/10.17509/ijal.v9i3.23217
Slemmons, K., Anyanwu, K., Hames, J., Grabski, D., Mlsna, J., Simkins, E., & Cook, P. (2018). The impact of video length on learning in a middle-level flipped science setting: Implications for diversity inclusion. Journal of Science Education and Technology, 27, 469–479. https://doi.org/10.1007/s10956-018-9736-2
Sun, J. C.-Y., Wu, Y.-T., & Lee, W.-I. (2016). The effect of the flipped classroom approach to open courseware instruction on students’ self‐regulation. British Journal of Educational Technology, 48(3), 713–729. https://doi.org/10.1111/bjet.12444
Taqi, H. A., & Al-Nouh, N. A. (2014). Effect of group work on EFL students’ attitudes and learning in higher education. Journal of Education and Learning, 3(2), 52–65. http://dx.doi.org/10.5539/jel.v3n2p52
Unakorn, P. (2015). Effectiveness of flipped classroom to mathematics learning of grade 11 students. In Proceedings of the 1st International Conference on Language, Education, Humanities & Innovation (pp. 118–122). ICSAI. https://icsai.org/procarch/1iclehi/1iclehi-44.html
Voogt, J., & McKenney, S. (2017). TPACK in teacher education: Are we preparing teachers to use technology for early literacy? Technology, Pedagogy and Education, 26(1), 69–83. https://doi.org/10.1080/1475939X.2016.1174730
Webb, M., & Doman, E. (2016). Does the flipped classroom lead to increased gains on learning outcomes in ESL/EFL contexts? CATESOL Journal, 28(1), 39–67. https://files.eric.ed.gov/fulltext/EJ1111606.pdf
Wei, X., Cheng, I.-L., Chen, N.-S., Yang, X., Liu, Y., Dong, Y., Zhai, X., & Kinshuk. (2020). Effect of the flipped classroom on the mathematics performance of middle school students. Educational Technology Research and Development, 68(3), 1461–1484. https://doi.org/10.1007/s11423-020-09752-x
Wiese, C., & Newton, G. (2013). Use of lecture capture in undergraduate biological science education. Canadian Journal for the Scholarship of Teaching and Learning, 4(2), Article 4. https://doi.org/10.5206/cjsotl-rcacea.2013.2.4
Winter, J. W. (2018). Performance and motivation in a middle school flipped learning course. TechTrends, 62, 176–183. https://doi.org/10.1007/s11528-017-0228-7
Wu, Y.-T., Chai, C.-S., & Wang, L.-J. (2022). Exploring secondary school teachers’ TPACK for video-based flipped learning: The role of pedagogical beliefs. Education and Information Technologies, 27(6), 8793–8819. https://doi.org/10.1007/s10639-022-10977-x
Zupanec, V., Vlasic, D., Pribicevic, T., & Lazarevic, T. (2022). The effect of the flipped classroom model on quality of the students’ performance in biology education in high school. Journal of Physics: Conference Series, 2288(1), Article 012015. https://doi.org/10.1088/1742-6596/2288/1/012015
Téléchargements
Publié-e
Numéro
Rubrique
Licence
© Nadia Delanoy, Jasmine El-Hacha, Monica Miller, Barbara Brown 2024
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.
