Analyse des freins à l’adoption des SPOC en classes inversées

The flipped classroom became a very common teaching method used in higher education establishments. In the flipped classroom, students are given online contents to consult which are later used in face-to-face sessions. It seems that this method allows a better quality of exchange and a deepening kno...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Narjes Sassi, Caroline Cloonan
Formato:	article
Lenguaje:	FR
Publicado:	Association Internationale de Pédagogie Universitaire 2021
Materias:	classes inversées SPOC TAM (Modèles d’Acceptation des Technologies) résistance au changement observation participante Education L Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/04a9f438617641a6a96a87ac9d08be01
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:04a9f438617641a6a96a87ac9d08be01
record_format	dspace
spelling	oai:doaj.org-article:04a9f438617641a6a96a87ac9d08be012021-12-02T10:49:48ZAnalyse des freins à l’adoption des SPOC en classes inversées2076-842710.4000/ripes.3519https://doaj.org/article/04a9f438617641a6a96a87ac9d08be012021-11-01T00:00:00Zhttp://journals.openedition.org/ripes/3519https://doaj.org/toc/2076-8427The flipped classroom became a very common teaching method used in higher education establishments. In the flipped classroom, students are given online contents to consult which are later used in face-to-face sessions. It seems that this method allows a better quality of exchange and a deepening knowledge as well as a greater autonomy and empowerment of learners who can assimilate content before face-to-face sessions. Despite these advantages, setting up flipped classrooms using Small Private Online Course (SPOC) may suffer from some resistance from teachers and students. Indeed, obstacles to the adoption of these new pedagogical methods can hinder its advantages. We analyze these brakes thanks to the feedback of pedagogical managers in a business school who supervised the implementation and the follow-up of flipped classroom using SPOC. Results from qualitative data analysis distinguish and qualify the obstacles from the teachers’ and students’ point of view. For teachers the main obstacles were : a) the pedagogy transformation and the teaching paradigm change, (b) the difficulty for the appropriation of a content that they have not developed, (c) the uncertainty about the quality of available learning metrics to assess learners’ level of understanding on the SPOC, (d) the uncertainty that the SPOC is used by their school to cut teaching hours. For students these obstacles are related to: (a) the organization and the autonomy of their personal work, (b) the delayed interaction with a teacher, and (c) the misunderstanding of the interest of blended classroom model and the use of SPOC compared to a traditional classroom setting.Narjes SassiCaroline CloonanAssociation Internationale de Pédagogie Universitairearticleclasses inverséesSPOCTAM (Modèles d’Acceptation des Technologies)résistance au changementobservation participanteEducationLSpecial aspects of educationLC8-6691FRRevue Internationale de Pédagogie de l’Enseignement Supérieur, Vol 37 (2021)
institution	DOAJ
collection	DOAJ
language	FR
topic	classes inversées SPOC TAM (Modèles d’Acceptation des Technologies) résistance au changement observation participante Education L Special aspects of education LC8-6691
spellingShingle	classes inversées SPOC TAM (Modèles d’Acceptation des Technologies) résistance au changement observation participante Education L Special aspects of education LC8-6691 Narjes Sassi Caroline Cloonan Analyse des freins à l’adoption des SPOC en classes inversées
description	The flipped classroom became a very common teaching method used in higher education establishments. In the flipped classroom, students are given online contents to consult which are later used in face-to-face sessions. It seems that this method allows a better quality of exchange and a deepening knowledge as well as a greater autonomy and empowerment of learners who can assimilate content before face-to-face sessions. Despite these advantages, setting up flipped classrooms using Small Private Online Course (SPOC) may suffer from some resistance from teachers and students. Indeed, obstacles to the adoption of these new pedagogical methods can hinder its advantages. We analyze these brakes thanks to the feedback of pedagogical managers in a business school who supervised the implementation and the follow-up of flipped classroom using SPOC. Results from qualitative data analysis distinguish and qualify the obstacles from the teachers’ and students’ point of view. For teachers the main obstacles were : a) the pedagogy transformation and the teaching paradigm change, (b) the difficulty for the appropriation of a content that they have not developed, (c) the uncertainty about the quality of available learning metrics to assess learners’ level of understanding on the SPOC, (d) the uncertainty that the SPOC is used by their school to cut teaching hours. For students these obstacles are related to: (a) the organization and the autonomy of their personal work, (b) the delayed interaction with a teacher, and (c) the misunderstanding of the interest of blended classroom model and the use of SPOC compared to a traditional classroom setting.
format	article
author	Narjes Sassi Caroline Cloonan
author_facet	Narjes Sassi Caroline Cloonan
author_sort	Narjes Sassi
title	Analyse des freins à l’adoption des SPOC en classes inversées
title_short	Analyse des freins à l’adoption des SPOC en classes inversées
title_full	Analyse des freins à l’adoption des SPOC en classes inversées
title_fullStr	Analyse des freins à l’adoption des SPOC en classes inversées
title_full_unstemmed	Analyse des freins à l’adoption des SPOC en classes inversées
title_sort	analyse des freins à l’adoption des spoc en classes inversées
publisher	Association Internationale de Pédagogie Universitaire
publishDate	2021
url	https://doaj.org/article/04a9f438617641a6a96a87ac9d08be01
work_keys_str_mv	AT narjessassi analysedesfreinsaladoptiondesspocenclassesinversees AT carolinecloonan analysedesfreinsaladoptiondesspocenclassesinversees
_version_	1718396568606867456

Analyse des freins à l’adoption des SPOC en classes inversées

Ejemplares similares