Former à la classe inversée en contexte de visioconférence : retours sur deux itérations d'une recherche orientée par la conception

Abstract : As part of a collaborative design-based research project, flipped classroom training in a videoconferencing context was given twice to teachers. The pedagogical design of this training was structured in a framework based on the creation of a learning community, the learning presence and the real experience as a learner of a flipped classroom experience in a videoconferencing context. Following the first iteration, empirical findings, from the point of view of learning, as well as the activity of the instructors or the technopedagogical features implemented, led to the development of a first research project aimed at describing the presence created within this community, according to the learning presence model [11]. This work helped to highlight a certain lack of socio-cognitive presence and to raise questions about the pedagogical presence.
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https://hal.archives-ouvertes.fr/hal-02283425
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Submitted on : Tuesday, September 10, 2019 - 7:07:20 PM
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Vincent Barré, Florian Meyer, Matthieu Petit, Nathalie Lefebvre, Cécile Gandon. Former à la classe inversée en contexte de visioconférence : retours sur deux itérations d'une recherche orientée par la conception. Environnements Informatiques pour l’Apprentissage Humain (EIAH), Jun 2019, Paris, France. pp.109-120. ⟨hal-02283425⟩

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