[ Une expérience de Classe Inversée : Quel bilan ? ]
Volume 28, Issue 2, January 2020, Pages 347–360
Fatima Zahra LOTFI1
1 Centre d’Etudes Doctorales : Homme, Société, Education (HSE), Recherches Interdisciplinaires pour l’Innovation en Didactique et en Capital Humain (RIIDCH), Faculté des Sciences de l’Education (FSE), Université Mohammed V, Rabat, Morocco
Original language: French
Copyright © 2020 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
The current study offers some avenues for reflection on an innovative pedagogical approach underpinning the use of information and communication technologies in education (ICT). This research concerns a flipped classroom experience on secondary school students, studying the subject of Family Education, more particularly the sequence of protecting the adolescent against social evils: smoking. In order to operationalize it, we implemented a pedagogical engineering in the light of the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The study aims at examining the learners' perception of the flipped classroom, in terms of the learner motivation, the quality of teaching-learning, the use of ICT and possible difficulties related to its application. To have a broad understanding of students' views, the study adopted a mixed approach combining quantitative and qualitative methods. The results obtained show, in general, the positive effect of the flipped classroom on students' perception. It responds to their learning paces and increases the teacher-students and students-students interaction, which makes it possible for the learners to perform tasks of a high cognitive level, such as the creation of leaflets and posters to raise awareness of the use of tobacco. The study also reveals the important role that ICTs play in the implementation of the flipped classroom. At the same time, a number of areas for improvement were proposed by the learners concerning the nature of classroom activities, equipment and the online course.
Author Keywords: pedagogical engineering (ADDIE), ICTE, learning paces, interaction, motivation, cognitive levels.
Volume 28, Issue 2, January 2020, Pages 347–360
Fatima Zahra LOTFI1
1 Centre d’Etudes Doctorales : Homme, Société, Education (HSE), Recherches Interdisciplinaires pour l’Innovation en Didactique et en Capital Humain (RIIDCH), Faculté des Sciences de l’Education (FSE), Université Mohammed V, Rabat, Morocco
Original language: French
Copyright © 2020 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
The current study offers some avenues for reflection on an innovative pedagogical approach underpinning the use of information and communication technologies in education (ICT). This research concerns a flipped classroom experience on secondary school students, studying the subject of Family Education, more particularly the sequence of protecting the adolescent against social evils: smoking. In order to operationalize it, we implemented a pedagogical engineering in the light of the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The study aims at examining the learners' perception of the flipped classroom, in terms of the learner motivation, the quality of teaching-learning, the use of ICT and possible difficulties related to its application. To have a broad understanding of students' views, the study adopted a mixed approach combining quantitative and qualitative methods. The results obtained show, in general, the positive effect of the flipped classroom on students' perception. It responds to their learning paces and increases the teacher-students and students-students interaction, which makes it possible for the learners to perform tasks of a high cognitive level, such as the creation of leaflets and posters to raise awareness of the use of tobacco. The study also reveals the important role that ICTs play in the implementation of the flipped classroom. At the same time, a number of areas for improvement were proposed by the learners concerning the nature of classroom activities, equipment and the online course.
Author Keywords: pedagogical engineering (ADDIE), ICTE, learning paces, interaction, motivation, cognitive levels.
Abstract: (french)
La présente étude offre quelques pistes de réflexion portant sur une approche pédagogique innovante, sous-tendant l’usage des technologies de l’information et de la communication dans l’enseignement (TICE). Il s’agit d’une expérience de classe inversée dédiée aux étudiants du cycle secondaire-collégial et concerne la matière de l’Education Familiale, plus particulièrement la séquence de la protection de l’adolescent contre les fléaux sociaux : le tabagisme. Afin de l’opérationnaliser, nous avons mis en œuvre une ingénierie pédagogique selon le modèle ADDIE (Analyse, Design, Développement, Implémentation, Evaluation). Le but étant d’examiner la perception des apprenants à l’égard de la classe inversée en se focalisant sur la motivation des apprenants, la qualité d’enseignement-apprentissage, l’emploi des TICE ainsi que les éventuelles difficultés liées à son application. Pour avoir une large compréhension des regards des élèves, l’étude a adopté une approche mixte combinant les méthodes quantitative et qualitative. Les résultats obtenus montrent, en général, l’effet positif de la classe inversée sur la perception des élèves. Elle répond à leurs rythmes d’apprentissage et accroit l’interaction enseignant-apprenants et apprenants-apprenants, ce qui permet aux élèves de réaliser des tâches de haut niveau cognitif, en l’occurrence la création de dépliants et d’affiches de sensibilisation contre le tabagisme. L’étude révèle aussi le rôle important que jouent les TIC dans la mise en place de la classe inversée. Parallèlement, des axes d’amélioration ont été proposés par les apprenants à propos de la nature des activités en classe, les équipements et le cours en ligne.
Author Keywords: ingénierie pédagogique (ADDIE), TICE, rythmes d’apprentissage, interaction, motivation, niveaux cognitifs.
How to Cite this Article
Fatima Zahra LOTFI, “A Flipped Classroom experience : What assessment ?,” International Journal of Innovation and Applied Studies, vol. 28, no. 2, pp. 347–360, January 2020.
