Flipped Learning et conception pédagogique dans l’enseignement universitaire : une revue systématique qualitative
DOI :
https://doi.org/10.7346/-fei-XXIII-02-25_16Mots-clés :
Classe inversée, Flipped learning, Enseignement supérieur, Revue systématique qualitativeRésumé
Cet article présente une revue systématique qualitative portant sur les spécificités de conception et de mise en œuvre de la méthode d’enseignement flipped learning dans le contexte universitaire, avec une attention particulière portée aux effets sur l’apprentissage, l’autonomie des étudiants et les éléments critiques relevés par les enseignants et les étudiants lors de son application. L’étude a été menée sur trois bases de données (ERIC, Scopus et Web of Science), avec une sélection initiale de 2307 articles publiés entre 2019 et 2024 ; à l’aide de critères d’inclusion et d’exclusion et de l’adoption du protocole PRISMA, 9 articles ont été retenus pour la synthèse. Les résultats confirment que l’adoption de la méthodologie flipped exige un haut niveau de professionnalisme de la part des enseignants, notamment en matière de conception pédagogique des contenus. L’implémentation du modèle exerce une influence positive sur la motivation, l’autonomie et les performances des étudiants ; toutefois, des éléments critiques sont signalés concernant la charge cognitive importante et l’investissement temporel requis tant pour les enseignants que pour les étudiants.
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