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Pratiques d'enseignement universitaire innovantes : quels effets pour les étudiants ? Etude sur l'évolution des erreurs d'accord en français

Abstract : The flipped classroom is part of innovative learning models where the content is exported out of the classroom at home before the class session, while the time in the classroom is used for explanation and activities about these contents. Currently, there are still few experimental studies about the impact of this learning model on students' competences. The present work presents a first study on the effects of the flipped classroom by comparing it with a classical educational model in a French grammar and orthography course for first year students. The learning progress is measured by writing dictations and multiple choice tests. The data collected from the assessments indicate that the question of the benefit of flipped classrooms should be raised by specifying the target skills : if one evaluates reflexivity and metalinguistic skills, the flipped classroom seems to be more appropriate whereas other processes like spelling/writing seem to be more successful with a conventional device. This first approach has to be confirmed and requires to be extended to other contexts and a broader temporal framework.
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https://hal.archives-ouvertes.fr/hal-01278289
Contributor : Cécile Poussard <>
Submitted on : Wednesday, February 24, 2016 - 9:52:05 AM
Last modification on : Wednesday, July 10, 2019 - 1:32:30 AM
Document(s) archivé(s) le : Wednesday, May 25, 2016 - 10:50:18 AM

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Anne Rohr, Philippe Veyrunes, Artémis Drakos. Pratiques d'enseignement universitaire innovantes : quels effets pour les étudiants ? Etude sur l'évolution des erreurs d'accord en français. Colloque international : Apprendre, Transmettre, Innover à et par l'Université, Groupe de recherche interdisciplinaire IDEFI-UM3D, Jun 2015, Montpellier, France. ⟨10.21409/HAL-01278289⟩. ⟨hal-01278289⟩

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