{"id":9491,"date":"2015-03-07T20:32:52","date_gmt":"2015-03-07T19:32:52","guid":{"rendered":"https:\/\/lyonelkaufmann.ch\/histoire\/?p=9491"},"modified":"2015-03-07T20:36:46","modified_gmt":"2015-03-07T19:36:46","slug":"lapprentissage-actif-expliquerait-les-effets-positifs-de-la-classe-inversee-lecole-branchee","status":"publish","type":"post","link":"https:\/\/lyonelkaufmann.ch\/histoire\/2015\/03\/07\/lapprentissage-actif-expliquerait-les-effets-positifs-de-la-classe-inversee-lecole-branchee\/","title":{"rendered":"L\u2019apprentissage actif expliquerait les effets positifs de la classe invers\u00e9e | L&rsquo;\u00c9cole branch\u00e9e"},"content":{"rendered":"<p><b>Pour plusieurs intervenants du milieu de l\u2019\u00e9ducation, la classe invers\u00e9e est un mod\u00e8le qui aurait des impacts positifs sur la r\u00e9ussite et la motivation des \u00e9l\u00e8ves. Mais le succ\u00e8s de la classe invers\u00e9e rel\u00e8ve-t-il du mod\u00e8le lui-m\u00eame ou des implications qu\u2019il sous-tend? Une \u00e9tude s\u2019est pench\u00e9e sur la question.<\/b><\/p>\n<p>Une \u00e9tude publi\u00e9e dans le dernier num\u00e9ro de la revue\u00a0<em>Life Sciences Education<\/em>\u00a0s\u2019est int\u00e9ress\u00e9e \u00e0 cette question. Les chercheurs de l\u2019Universit\u00e9 Brigham Young, aux Etats-Unis, et de l\u2019Universit\u00e9 Potiguar, au Br\u00e9sil, ont voulu r\u00e9pondre \u00e0 la question suivante\u00a0:\u00a0<em>\u00e9tant une forme d\u2019apprentissage actif, la classe invers\u00e9e produit-elle des r\u00e9sultats sup\u00e9rieurs quant \u00e0 la r\u00e9ussite des \u00e9l\u00e8ves et le d\u00e9veloppement d\u2019attitudes positives face au processus d\u2019apprentissage que les autres formes d\u2019apprentissage actif?\u00a0<\/em><\/p>\n<p>Pour y r\u00e9pondre, deux groupes universitaires suivaient le m\u00eame cours de biologie, le premier en format classe invers\u00e9e, le second en format plus traditionnel.<\/p>\n<p>Les r\u00e9sultats :<\/p>\n<blockquote><p><i>Results showed that both low-level and deep conceptual learning were equivalent between the conditions. Attitudinal data revealed equal student satisfaction with the course. Interestingly, both treatments ranked their contact time with the instructor as more influential to their learning than what they did at home. We conclude that the flipped classroom does not result in higher learning gains or better attitudes compared with the nonflipped classroom when both utilize an active-learning, constructivist approach and propose that learning gains in either condition are most likely a result of the active-learning style of instruction rather than the order in which the instructor participated in the learning process.<\/i><\/p><\/blockquote>\n<p>Sur la base de ces r\u00e9sultats, les auteurs concluent que les gains d&rsquo;apprentissage observ\u00e9s sont plus le r\u00e9sultat du style d&rsquo;apprentissage actif de l&rsquo;enseignement que l&rsquo;ordre dans lequel l&rsquo;instructeur a particip\u00e9 au processus d\u2019apprentissage. Ils poursuivent en reprenant d\u2019autres recherches qui mettent en \u00e9vidence l\u2019efficacit\u00e9 plus grande des m\u00e9thodes actives d\u2019apprentissage sur l\u2019enseignement traditionnel :<\/p>\n<blockquote><p><i>Active learning is a more effective means of instruction over a traditional, didactic approach (<a id=\"xref-ref-1-1\" class=\"xref-bibr\" href=\"http:\/\/www.lifescied.org\/content\/14\/1\/ar5.full#ref-1\">Andrews\u00a0et\u00a0al., 2011<\/a>;\u00a0<a id=\"xref-ref-14-1\" class=\"xref-bibr\" href=\"http:\/\/www.lifescied.org\/content\/14\/1\/ar5.full#ref-14\">Freeman\u00a0et\u00a0al., 2014<\/a>). In an influential study of more than 6000 physics students across multiple high schools and universities,\u00a0<a id=\"xref-ref-17-1\" class=\"xref-bibr\" href=\"http:\/\/www.lifescied.org\/content\/14\/1\/ar5.full#ref-17\">Hake (1998)<\/a>\u00a0found that students taught using active strategies learned twice as much as students taught using a direct instruction approach. This trend has been documented in a variety of science disciplines (e.g.,\u00a0<a id=\"xref-ref-38-1\" class=\"xref-bibr\" href=\"http:\/\/www.lifescied.org\/content\/14\/1\/ar5.full#ref-38\">Shaffer and McDermott, 1992<\/a>;\u00a0<a id=\"xref-ref-21-1\" class=\"xref-bibr\" href=\"http:\/\/www.lifescied.org\/content\/14\/1\/ar5.full#ref-21\">Jensen and Finley, 1996<\/a>;\u00a0<a id=\"xref-ref-43-1\" class=\"xref-bibr\" href=\"http:\/\/www.lifescied.org\/content\/14\/1\/ar5.full#ref-43\">Wright, 1996<\/a>;\u00a0<a id=\"xref-ref-13-1\" class=\"xref-bibr\" href=\"http:\/\/www.lifescied.org\/content\/14\/1\/ar5.full#ref-13\">Ebert-May\u00a0et\u00a0al., 1997<\/a>;\u00a0<a id=\"xref-ref-10-1\" class=\"xref-bibr\" href=\"http:\/\/www.lifescied.org\/content\/14\/1\/ar5.full#ref-10\">Crouch and Mazur, 2001<\/a>;\u00a0<a id=\"xref-ref-25-1\" class=\"xref-bibr\" href=\"http:\/\/www.lifescied.org\/content\/14\/1\/ar5.full#ref-25\">Knight and Wood, 2005<\/a>).\u00a0<a id=\"xref-ref-33-1\" class=\"xref-bibr\" href=\"http:\/\/www.lifescied.org\/content\/14\/1\/ar5.full#ref-33\">Michael (2006)<\/a>\u00a0reviewed multiple active-learning techniques and concluded that active learning is now a well-supported pedagogical strategy to improve student learning. Most recently, a meta-analysis was done on 225 studies comparing active learning with traditional lecture (<a id=\"xref-ref-14-2\" class=\"xref-bibr\" href=\"http:\/\/www.lifescied.org\/content\/14\/1\/ar5.full#ref-14\">Freeman\u00a0et\u00a0al., 2014<\/a>). Results confirm that active learning is superior to traditional lecture-based teaching, increasing exam scores by 6% and decreasing fail rates by more than 50%.<\/i><\/p><\/blockquote>\n<p>Au final,\u00a0Il ne serait donc pas n\u00e9cessaire d\u2019inverser la portion pratique et la portion th\u00e9orique, mais plut\u00f4t de s\u2019assurer de trouver des activit\u00e9s et des sc\u00e9narios dans lesquels les \u00e9tudiants doivent s\u2019impliquer.<\/p>\n<p><strong>Source:<\/strong>\u00a0<a href=\"http:\/\/www.ecolebranchee.com\/2015\/03\/06\/lapprentissage-actif-expliquerait-les-effets-positifs-de-la-classe-inversee\/\">L\u2019apprentissage actif expliquerait les effets positifs de la classe invers\u00e9e &#8211; L&rsquo;\u00c9cole branch\u00e9e &#8211; actualit\u00e9<\/a><\/p>\n<p><strong>L\u2019\u00e9tude :\u00a0<\/strong>Jamie L. Jensen, Tyler A. Kummer, and Patricia D. d. M. Godoy (2015).\u00a0Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning. In\u00a0<em>Life Sciences Education<\/em>, Vol. 14, 1\u201312, Spring 2015 :\u00a0<a href=\"http:\/\/www.lifescied.org\/content\/14\/1\/ar5.full\">http:\/\/www.lifescied.org\/content\/14\/1\/ar5.full<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Pour plusieurs intervenants du milieu de l\u2019\u00e9ducation, la classe invers\u00e9e est un mod\u00e8le qui aurait des impacts positifs sur la r\u00e9ussite et la motivation des \u00e9l\u00e8ves. Mais le succ\u00e8s de la classe invers\u00e9e rel\u00e8ve-t-il du mod\u00e8le lui-m\u00eame ou des implications qu\u2019il sous-tend? Une \u00e9tude s\u2019est pench\u00e9e sur la question. Une \u00e9tude publi\u00e9e dans le dernier [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":8854,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_import_markdown_pro_load_document_selector":0,"_import_markdown_pro_submit_text_textarea":"","_genesis_hide_title":false,"_genesis_hide_breadcrumbs":false,"_genesis_hide_singular_image":false,"_genesis_hide_footer_widgets":false,"_genesis_custom_body_class":"","_genesis_custom_post_class":"","_genesis_layout":"","jetpack_post_was_ever_published":false,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2}},"categories":[3,15,16],"tags":[140,237,551],"class_list":{"0":"post-9491","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-didactique","8":"category-outils-enseignement","9":"category-publications","10":"tag-classe-inversee","11":"tag-enseignement","12":"tag-pedagogie-active","13":"entry"},"jetpack_publicize_connections":[],"featured_image_src":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/histoire\/wp-content\/uploads\/2015\/02\/6614810867_1e00282226_o1.jpg?resize=300%2C400&ssl=1","featured_image_src_square":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/histoire\/wp-content\/uploads\/2015\/02\/6614810867_1e00282226_o1.jpg?resize=300%2C450&ssl=1","author_info":{"display_name":"Lyonel Kaufmann","author_link":"https:\/\/lyonelkaufmann.ch\/histoire\/author\/lyonelk\/"},"jetpack_featured_media_url":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/histoire\/wp-content\/uploads\/2015\/02\/6614810867_1e00282226_o1.jpg?fit=300%2C450&ssl=1","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p1rJVM-2t5","jetpack_likes_enabled":true,"jetpack-related-posts":[{"id":12145,"url":"https:\/\/lyonelkaufmann.ch\/histoire\/2016\/10\/17\/faire-le-point-sur-la-classe-inversee-en-histoire-comme-ailleurs\/","url_meta":{"origin":9491,"position":0},"title":"Faire le point sur la Classe invers\u00e9e en histoire\u2026 comme ailleurs","author":"Lyonel Kaufmann","date":"17 octobre 2016","format":false,"excerpt":"Dans cet article, je reviens, dans un premier temps, sur deux articles publi\u00e9s ici qui ont fait le buzz relativement \u00e0 la classe invers\u00e9e. Dans un deuxi\u00e8me temps, \u00e0 l'aide du mod\u00e8le SAMR,\u00a0\u00a0je m'int\u00e9resse aux conditions \u00e0 partir desquelles un dispositif p\u00e9dagogique, telle la classe invers\u00e9e, recourant \u00e0 des outils\u2026","rel":"","context":"Dans &quot;Didactique&quot;","block_context":{"text":"Didactique","link":"https:\/\/lyonelkaufmann.ch\/histoire\/category\/didactique\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/histoire\/wp-content\/uploads\/2016\/10\/0.jpg?fit=480%2C360&ssl=1&resize=350%2C200","width":350,"height":200},"classes":[]},{"id":10933,"url":"https:\/\/lyonelkaufmann.ch\/histoire\/2016\/01\/11\/il-faut-renverser-la-classe-inversee-universite-de-standford\/","url_meta":{"origin":9491,"position":1},"title":"Il faut renverser la \u00abclasse invers\u00e9e\u00bb ! | Universit\u00e9 de Standford","author":"Lyonel Kaufmann","date":"11 janvier 2016","format":false,"excerpt":"Le num\u00e9rique est-il seulement un outil ou d\u00e9passe-t-il ce cadre-l\u00e0 ? Transforme-t-il notre mani\u00e8re d\u2019apprendre et de penser ? Doit-il nous amener \u00e0 changer de p\u00e9dagogie ?\u00a0 Cette fois-ci pas de vid\u00e9o, mais une nouvelle de l'Universit\u00e9 de Standford concernant les r\u00e9sultats d'une \u00e9tude r\u00e9cente d'une \u00e9quipe de chercheurs (2013).\u2026","rel":"","context":"Dans &quot;Didactique&quot;","block_context":{"text":"Didactique","link":"https:\/\/lyonelkaufmann.ch\/histoire\/category\/didactique\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/histoire\/wp-content\/uploads\/2016\/01\/flipped_news.jpg?fit=600%2C403&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/histoire\/wp-content\/uploads\/2016\/01\/flipped_news.jpg?fit=600%2C403&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/lyonelkaufmann.ch\/histoire\/wp-content\/uploads\/2016\/01\/flipped_news.jpg?fit=600%2C403&ssl=1&resize=525%2C300 1.5x"},"classes":[]},{"id":10967,"url":"https:\/\/lyonelkaufmann.ch\/histoire\/2016\/01\/20\/plus-fort-que-la-classe-inversee-lempathie-de-lenseignant-source-de-reussite-scolaire\/","url_meta":{"origin":9491,"position":2},"title":"Plus fort que la classe invers\u00e9e : l&#8217;empathie de l&rsquo;enseignant, source de r\u00e9ussite scolaire","author":"Lyonel Kaufmann","date":"20 janvier 2016","format":false,"excerpt":"Pour renforcer la motivation et les comp\u00e9tences des \u00e9l\u00e8ves, la cl\u00e9 du succ\u00e8s tient en un mot : empathie ! C\u2019est ce que tend \u00e0 d\u00e9montrer une \u00e9tude de grande ampleur men\u00e9e par trois universit\u00e9s finlandaises ((Universit\u00e9 de l\u2019Est de la Finlande, universit\u00e9 de Jyv\u00e4skyl\u00e4, universit\u00e9 de Turku.)). Selon les\u2026","rel":"","context":"Dans &quot;Didactique&quot;","block_context":{"text":"Didactique","link":"https:\/\/lyonelkaufmann.ch\/histoire\/category\/didactique\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":5177,"url":"https:\/\/lyonelkaufmann.ch\/histoire\/2012\/03\/12\/la-pedagogie-inversee-infobourg-com\/","url_meta":{"origin":9491,"position":3},"title":"La p\u00e9dagogie invers\u00e9e &#124; Infobourg.com","author":"Lyonel Kaufmann","date":"12 mars 2012","format":"link","excerpt":"La\u00a0ZoneTIC\u00a0du C\u00e9gep L\u00e9vis-Lauzon d\u00e9crit la \u00ab\u00a0p\u00e9dagogie invers\u00e9e\u00a0\u00bb (ou classe renvers\u00e9e,\u00a0flipteaching,\u00a0reverse\u00a0instruction) comme ceci\u00a0: une strat\u00e9gie d\u2019enseignement o\u00f9 la partie magistrale du cours est donn\u00e9e \u00e0 faire en devoir \u00e0 la maison, alors que les traditionnels devoirs (travaux, probl\u00e8mes et autres activit\u00e9s) sont r\u00e9alis\u00e9s en classe. Quel est l\u2019int\u00e9r\u00eat? Lorsque les \u00e9l\u00e8ves\u2026","rel":"","context":"Dans &quot;Didactique&quot;","block_context":{"text":"Didactique","link":"https:\/\/lyonelkaufmann.ch\/histoire\/category\/didactique\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":15409,"url":"https:\/\/lyonelkaufmann.ch\/histoire\/2018\/11\/28\/la-classe-inversee-une-nouvelle-vague-une-nouvelle-mode-pedagotic\/","url_meta":{"origin":9491,"position":4},"title":"La classe invers\u00e9e : Une nouvelle vague? Une nouvelle mode? &#8211; P\u00e9dagoTIC","author":"Lyonel Kaufmann","date":"28 novembre 2018","format":"quote","excerpt":"Dans un r\u00e9cit billet (22 novembre), Patrick Giroux, professeur au d\u00e9partement des sciences de l\u2019\u00e9ducation de l'Universit\u00e9 du Qu\u00e9bec \u00e0 Chicoutimi (UQAC) et directeur du LiNumLab (Laboratoire de formation et de recherche sur la litt\u00e9ratie num\u00e9rique) s'interroge, \u00e0 la lecture du r\u00e9sum\u00e9\u00a0des communications au colloque AUPTIC-EDUCATION, \u00a0sur l'importance des interventions\u2026","rel":"","context":"Dans &quot;M\u00e9dias et technologies&quot;","block_context":{"text":"M\u00e9dias et technologies","link":"https:\/\/lyonelkaufmann.ch\/histoire\/category\/medias-et-technologies\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/histoire\/wp-content\/uploads\/2018\/11\/annie-spratt-447078-unsplash-2680663227-1543412988898.jpg?fit=799%2C1200&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/histoire\/wp-content\/uploads\/2018\/11\/annie-spratt-447078-unsplash-2680663227-1543412988898.jpg?fit=799%2C1200&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/lyonelkaufmann.ch\/histoire\/wp-content\/uploads\/2018\/11\/annie-spratt-447078-unsplash-2680663227-1543412988898.jpg?fit=799%2C1200&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/lyonelkaufmann.ch\/histoire\/wp-content\/uploads\/2018\/11\/annie-spratt-447078-unsplash-2680663227-1543412988898.jpg?fit=799%2C1200&ssl=1&resize=700%2C400 2x"},"classes":[]},{"id":6798,"url":"https:\/\/lyonelkaufmann.ch\/histoire\/2013\/02\/13\/revue-de-presse-pedagogie-inversee-avec-youtube-une-vraie-emulation-en-classe\/","url_meta":{"origin":9491,"position":5},"title":"Revue de presse : P\u00e9dagogie invers\u00e9e avec Youtube : une vraie \u00e9mulation en classe","author":"Lyonel Kaufmann","date":"13 f\u00e9vrier 2013","format":false,"excerpt":"Quel est l'int\u00e9r\u00eat pour les \u00e9l\u00e8ves ? Est-ce que la p\u00e9da\u00adgo\u00adgie inver\u00ads\u00e9e am\u00e9\u00adliore leur r\u00e9ussite ? \u00abJ'enseigne en 7e ann\u00e9e depuis 16 ans et je constate tous les jours que les \u00e9l\u00e8ves ont besoin de r\u00e9p\u00e9\u00adti\u00adtion pour bien assi\u00admi\u00adler les notions. Avec la vid\u00e9o, ils n'h\u00e9sitent plus \u00e0 m'interrompre :\u2026","rel":"","context":"Dans &quot;Nouvelles de l'histoire&quot;","block_context":{"text":"Nouvelles de l'histoire","link":"https:\/\/lyonelkaufmann.ch\/histoire\/category\/nouvelles-de-lhistoire\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]}],"_links":{"self":[{"href":"https:\/\/lyonelkaufmann.ch\/histoire\/wp-json\/wp\/v2\/posts\/9491","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/lyonelkaufmann.ch\/histoire\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/lyonelkaufmann.ch\/histoire\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/lyonelkaufmann.ch\/histoire\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/lyonelkaufmann.ch\/histoire\/wp-json\/wp\/v2\/comments?post=9491"}],"version-history":[{"count":0,"href":"https:\/\/lyonelkaufmann.ch\/histoire\/wp-json\/wp\/v2\/posts\/9491\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/lyonelkaufmann.ch\/histoire\/wp-json\/wp\/v2\/media\/8854"}],"wp:attachment":[{"href":"https:\/\/lyonelkaufmann.ch\/histoire\/wp-json\/wp\/v2\/media?parent=9491"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/lyonelkaufmann.ch\/histoire\/wp-json\/wp\/v2\/categories?post=9491"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/lyonelkaufmann.ch\/histoire\/wp-json\/wp\/v2\/tags?post=9491"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}