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Learning Designs using Flipped Classroom Instruction | Conception d’apprentissage l’aide de l’instruction en classe inverse
ARTICLE

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CJLT Volume 41, Number 2, ISSN 1499-6677 e-ISSN 1499-6677 Publisher: Canadian Network for Innovation in Education

Abstract

The flipped classroom is an instructional model that leverages technology-enhanced instruction outside of class time in order to maximize student engagement and learning during class time. As part of an action research study, the authors synthesize reflections about three learning designs and how the flipped classroom model can support teaching, learning and assessment through: (1) guided collaborative discussion, (2) tabletop white boarding and (3) the development of augmented reality auras. Principles for teaching effectiveness are used as a lens to guide the reflection on the benefits and challenges with each of the learning designs. Findings suggest that flipped classroom models that emphasize collaborative learning, group work and accessibility can enable and support inquiry-based learning. Recommendations are provided for educators interested in designing learning using a flipped classroom instructional model, as well as suggestions for future action research agendas. La classe inverse est un modle pdagogique qui met profit l’apprentissage hors des heures en classe et qui est rehauss par la technologie pour maximiser l’engagement et l’apprentissage des apprenants en classe. Dans le cadre de cette tude de recherche-action, les auteurs rsument les rflexions sur la faon dont le modle de la classe inverse peut appuyer l’enseignement, l’apprentissage et l’valuation par la mise en œuvre de trois conceptions d’apprentissage par investigation : 1) discussion collaborative guide, 2) tableau blanc de table et 3) dveloppement d’auras en ralit augmente. Les principes d’enseignement de l’efficacit sont utiliss comme optique guidant la rflexion sur les avantages et les dfis de chacune des conceptions d’apprentissage. Les conclusions suggrent que les modles de classes inverses qui mettent l’accent sur l’apprentissage collaboratif, le travail en groupe et l’accessibilit peuvent permettre et appuyer l’apprentissage par investigation. Des recommandations sont fournies pour les ducateurs qui s’intressent la conception pdagogique l’aide d’un modle de classe inverse, ainsi que des suggestions pour la recherche-action future.

Citation

Mazur, A., Brown, B. & Jacobsen, M. (2015). Learning Designs using Flipped Classroom Instruction | Conception d’apprentissage l’aide de l’instruction en classe inverse. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 41(2),. Canadian Network for Innovation in Education. Retrieved March 24, 2019 from .

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