Revue Internationale de Pédagogie de l’Enseignement Supérieur最新文献

{"title":"L’usage d’outils d’échafaudage numériques : comment et pourquoi","authors":"Chantale Tremblay, Bruno Poellhuber, A. Kozanitis","doi":"10.4000/ripes.5529","DOIUrl":"https://doi.org/10.4000/ripes.5529","url":null,"abstract":"","PeriodicalId":408793,"journal":{"name":"Revue Internationale de Pédagogie de l’Enseignement Supérieur","volume":"13 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140393207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Améliorer les pratiques d’enseignement pour favoriser la prise de notes des étudiants - Un accompagnement pédagogique par la recherche-action","authors":"Arber Shtembari, Guillaume Gimenes, Nicolas Epinoux, Sophie Haller, T. Olive","doi":"10.4000/ripes.4801","DOIUrl":"https://doi.org/10.4000/ripes.4801","url":null,"abstract":"S This study presents the results of an action-research project conducted at the University of Poitiers, with the aim to provide pedagogical support for teaching practices that encourage students’ note-taking. The research-action involved a reflective approach by the lecturer based on the results of a questionnaire on note-taking measuring teaching practices. This innovative questionnaire was the central instrument of the support process, making it possible to compare the views of the lecturer and his or her students. The first part of the questionnaire provides information on the teaching methods used by the lecturer during the course; the second part asks the students about their feelings regarding their ability to take notes during a lecture. The pedagogical support contributed in particular to the increase of the lecturer’s awareness of certain aspects of his communication during the lecture by enabling him to implement","PeriodicalId":408793,"journal":{"name":"Revue Internationale de Pédagogie de l’Enseignement Supérieur","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125800109","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Expérience d’implantation d’un parcours professionnalisant en musique dédié aux compositeurs à l’image et aux interprètes-créateurs","authors":"André Cayer, Chantale Dodier","doi":"10.4000/ripes.5002","DOIUrl":"https://doi.org/10.4000/ripes.5002","url":null,"abstract":"","PeriodicalId":408793,"journal":{"name":"Revue Internationale de Pédagogie de l’Enseignement Supérieur","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129639088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pratiques pédagogiques inclusives en enseignement postsecondaire, en contexte pandémique","authors":"Géraldine Heilporn, Simon Larose, Catherine Beaulieu, M. Janosz, Caroline Cellard, J. Bureau, Sylvana M. Côté","doi":"10.4000/ripes.4661","DOIUrl":"https://doi.org/10.4000/ripes.4661","url":null,"abstract":"In postsecondary education, the implementation of inclusive teaching strategies has so far relied on individual faculty initiatives. However, the COVID-19 pandemic forced faculty to transition to online courses, causing teachers to rethink their teaching practices. The purpose of this study is to analyze the evolution of inclusive teaching strategies in postsecondary education, specifically in college education, following the transition from face-to-face to blended and online courses during the pandemic. Using a mixed-methods research design, quantitative and qualitative data were collected from students at 10 institutions across Quebec through questionnaires before and during the pandemic (n = 1242) supplemented by interviews with students with disabilities (n = 25). The results show an increase in the accessibility of course materials, a progression in the use of technological tools for content presentation and to facilitate communication and participation, as well as some diversification of assessment activities and greater flexibility in the deadlines. However, there was a regression in teaching practices with respect to the variety of pedagogical methods and opportunities for student engagement in blended and online courses. Lectures were also perceived as less inclusive and less structured by students, except in courses where instructors had planned specific times for students’ questions and to summarize important points. The results are discussed in light of principles and practices to support learning and engagement for all students, recognizing the variability of their needs and preferences.","PeriodicalId":408793,"journal":{"name":"Revue Internationale de Pédagogie de l’Enseignement Supérieur","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124844160","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Rôle de l’expérience professionnelle dans le milieu des soins sur les performances et la motivation des étudiants en soins infirmiers dans un dispositif hybride","authors":"M. Sacré, Marie-Christine Toczek, Florence Policard, G. Serres, C. Paulet, S. Petit, Emmanuelle Neuville, D. Lafontaine","doi":"10.4000/ripes.4901","DOIUrl":"https://doi.org/10.4000/ripes.4901","url":null,"abstract":"","PeriodicalId":408793,"journal":{"name":"Revue Internationale de Pédagogie de l’Enseignement Supérieur","volume":"112 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121542658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Usage pédagogique des analogies dans l’enseignement supérieur","authors":"Stéphanie Naud, E. Sander, Kalliopi Benetos","doi":"10.4000/ripes.4866","DOIUrl":"https://doi.org/10.4000/ripes.4866","url":null,"abstract":"","PeriodicalId":408793,"journal":{"name":"Revue Internationale de Pédagogie de l’Enseignement Supérieur","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131748861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Facteurs a priori et in situ de l’engagement des étudian","authors":"Yannick Stéphane Nleme Ze, G. Molinari","doi":"10.4000/ripes.4833","DOIUrl":"https://doi.org/10.4000/ripes.4833","url":null,"abstract":"S This mixed instrumental case study explores the factors of engagement in MOOC discussion forums as perceived by students at the University of Geneva. To this end, data from 127 questionnaire responses and 11 semi-structured interviews were analysed through the lens of self-determination theory and its motives for engagement, models of motivational dynamics, acceptability and in situ acceptance of technologies. The results have enabled the development of a model that shows how11 factors a priori and 23 in situ affect the students’ engagement in the forums.","PeriodicalId":408793,"journal":{"name":"Revue Internationale de Pédagogie de l’Enseignement Supérieur","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116578429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Le codéveloppement « inter »professionnel pour aller au-delà des disciplines en formation initiale","authors":"Marie-Pierre Baron, Nathalie Sasseville, Catherine Vachon, C. Côté, Manon Doucet","doi":"10.4000/ripes.4758","DOIUrl":"https://doi.org/10.4000/ripes.4758","url":null,"abstract":"","PeriodicalId":408793,"journal":{"name":"Revue Internationale de Pédagogie de l’Enseignement Supérieur","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116600874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Métalittératie et pensée critique de futurs enseignants : pratiques et perceptions en francophonie","authors":"Florent Michelot, Bruno Poellhuber, Sébastien Béland","doi":"10.4000/ripes.4943","DOIUrl":"https://doi.org/10.4000/ripes.4943","url":null,"abstract":"Critical thinking and the ability to deal with information appeared to be crucial in the last few years, especially given the deleterious role of social media, real or perceived. To address this issue, the role of education and, therefore, of teachers, appears to be central. In this article, we present observations made on preservice teachers in an activity including video viewing and debate on a Facebook social group. Using screen-casting and a protocol requesting thinking aloud, we were able to document the critical thinking practices and metaliteracy (a concept encompassing skills such as informational and digital literacies) strategies of preservice teachers in Wallonia, France and Québec (n = 9). Through a series of interviews (n = 32), we could contrast these strategies with those reported as known. Students in vocational training would more likely mobilize metacognitive and self-critical strategies whereas those in disciplinary training would rather mobilize so-called criterion-referenced strategies. Regardless of the type of training, there are fewer mobilized strategies than known strategies. La pensée critique et la capacité à aborder l’information sont apparues comme étant cruciales au cours des dernières années, particulièrement en raison du rôle délétère, réel ou supposé, des médias sociaux. Pour répondre à cet enjeu, le rôle de l’éducation et, par conséquent, des enseignants apparaît central. Dans cet article, nous rapportons les observations réalisées auprès de futurs enseignants en formation initiale dans une activité de visionnement et de débat sur un groupe social Facebook. Grâce à une vidéocapture (screencasting) et un protocole de pensée à voix haute, nous avons été en mesure de documenter les pratiques de pensée critique et les stratégies de métalittératie (un concept englobant des compétences telles que la littératie informationnelle et numérique) d’enseignants en formation en Wallonie, en France et au Québec (n = 9). Avec une série d’entrevues (n = 32), nous avons pu mettre en contraste ces stratégies avec les stratégies déclarées comme étant connues. Les étudiants en formation professionnalisante mobiliseraient davantage des stratégies métacognitives et autocritiques tandis que celles et ceux en formation disciplinaire mobiliseraient plutôt des stratégies dites critériées. Quel que soit le type de formation, on recense moins de stratégies mobilisées que de stratégies connues.","PeriodicalId":408793,"journal":{"name":"Revue Internationale de Pédagogie de l’Enseignement Supérieur","volume":"224 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116379926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Soutenir le développement professionnel des enseignants en haute école par la recherche : analyse d’un dispositif d’appel à projets interne","authors":"Sandrine Biémar, Birgit Quinting, I. Bragard","doi":"10.4000/ripes.4723","DOIUrl":"https://doi.org/10.4000/ripes.4723","url":null,"abstract":"","PeriodicalId":408793,"journal":{"name":"Revue Internationale de Pédagogie de l’Enseignement Supérieur","volume":"256 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123961141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}