Résumés
Résumé
La crise sanitaire engendre des transformations pédagogiques. L’intégration du numérique dans les formations de l’enseignement supérieur s’impose massivement. Cette étude a pour objectif de vérifier l’efficacité d’un dispositif hybride et de mettre en évidence les variables prédictives des performances d’étudiants en soins infirmiers. Une analyse de régression linéaire multiple illustre l’influence de la participation en ligne des étudiants ainsi que des buts de performance-approche et de maîtrise-évitement sur leurs performances. La participation aux activités proposées en ligne constitue un véritable point de vigilance pour concevoir les dispositifs hybrides. Ces résultats sont discutés et certains éléments pourraient constituer le point de départ de recherches complémentaires sur les buts d’accomplissement au sein des dispositifs hybrides.
Mots-clés :
- Enseignement hybride,
- concept de soi scolaire,
- buts d’accomplissement,
- pratiques numériques,
- engagement dans l’apprentissage,
- formation en soins infirmiers
Abstract
The health crisis will bring about pedagogical transformations. Higher education training courses integrating ICTs will become massively necessary. The aim of this study is to verify the effectiveness of a blended course (alternating online and face-to-face formats) and to highlight predictive variables of nursing students’ performance. A multiple linear regression analysis shows the influence of students’ online participation as well as performance-approach and mastery-avoidance goals on their performance. Participation in online activities is a key consideration when designing blended courses. These results are discussed and some elements could be a starting point for publications on achievement goals within blended‑learning.
Keywords:
- Blended learning,
- academic self-concept,
- achievement goals,
- digital practices,
- learning engagement,
- ICTE,
- nursing education
Parties annexes
Références
- Al‐Qahtani, A. A. Y. et Higgins, S. E. (2013). Effects of traditional, blended and e-learning on students’ achievement in higher education. Journal of Computer Assisted Learning, 29(3), 220‑234. https://doi.org/10.1111/j.1365-2729.2012.00490.x
- Amadieu, F. et Tricot, A. (2014). Apprendre avec le numérique : mythes et réalités. Retz.
- Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Joumal of Educational Psychology, 84(3), 261‑271. https://doi.org/10.1037/0022-0663.84.3.261
- Baragash, R. S. et Al-Samarraie, H. (2018). Blended learning: Investigating the influence of engagement in multiple learning delivery modes on students’ performance. Telematics and Informatics, 35(7), 2082‑2098. https://doi.org/10.1016/j.tele.2018.07.010
- Barron, K. E. et Harackiewicz, J. M. (2003). Revisiting the benefits of performance-approach goals in the college classroom: exploring the role of goals in advanced college courses. International Journal of Educational Research, 39(4‑5), 357‑374. https://doi.org/10.1016/j.ijer.2004.06.004
- Boelens, R., Van Laer, S., De Wever, B. et Elen, J. (2015). Blended learning in adult education: towards a definition of blended learning [rapport]. Université de Gent, Belgique. http://hdl.handle.net/1854/LU-6905076
- Bong, M. et Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15(1), 1‑40. https://doi.org/10.1023/A:1021302408382
- Bortnik, B., Stozhko, N., Pervukhina, I., Tchernysheva, A. et Belysheva, G. (2017). Effect of virtual analytical chemistry laboratory on enhancing student research skills and practices. Research in Learning Technology, 25. https://doi.org/10.25304/rlt.v25.1968
- Burton, R., Borruat, S., Charlier, B., Coltice, N., Deschryver, N., Docq, F., Enea, J., gueudet, G., Lameul, G., Lebrun, M., Lietart, A., Nagels, M., Rossier, A., Renneboog, E. et Villiot-Leclercq, E. (2011). Vers une typologie des dispositifs hybrides de formation en enseignement supérieur. Distances et savoirs, 9(1), 69‑96. https://doi.org/10.3166/ds.9.69-96
- Byrne, B. M. et Shavelson, R. J. (1986). On the structure of adolescent self-concept. Journal of Educational Psychology, 78(6), 474‑481. https://doi.org/10.1037//0022-0663.78.6.474
- Cacciamani, S., Cesareni, D., Martini, F., Ferrini, T. et Fujita, N. (2012). Influence of participation, facilitator styles, and metacognitive reflection on knowledge building in online university courses. Computers & Education, 58(3), 874‑884. https://doi.org/10.1016/j.compedu.2011.10.019
- Crahay, M. (2006). Dangers, incertitudes et incomplétude de la logique de la compétence en éducation. Revue française de pédagogie, (154), 97‑110. https://doi.org/10.4000/rfp.143
- Cury, F., Elliot, A. J., Da Fonseca, D. et Moller, A. C. (2006). The social-cognitive model of achievement motivation and the 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 90(4), 666‑679. https://doi.org/10.1037/0022‑3514.90.4.666
- Darnon, B. et Butera, F. (2005). Buts d’accomplissement, stratégies d’étude, et motivation intrinsèque : présentation d’un domaine de recherche et validation française de l’échelle d’Elliot et McGregor (2001). L’année psychologique, 105(1), 105‑131. https://doi.org/10.3406/psy.2005.3821
- Darnon, C., Buchs, C. et Butera, F. (2006). Apprendre ensemble : buts de performance et but de maîtrise au sein des interactions sociales entre apprenants. Dans B. Galand et É. Bourgeois (dir.), (Se) motiver à apprendre (p. 125‑134). Presses universitaires de France. https://doi.org/10.3917/puf.brgeo.2006.01.0125
- Deschacht, N. et Goeman, K. (2015). The effect of blended learning on course persistence and performance of adult learners: A difference-in-differences analysis. Computers & Education, 87, 83‑89. https://doi.org/10.1016/j.compedu.2015.03.020
- Dierendonck, C. (2008). Validation psychométrique d’un questionnaire francophone de description de soi adapté aux préadolescents. Mesure et évaluation en éducation, 31(1), 51‑91. https://doi.org/10.7202/1025013ar
- Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040‑1048. https://doi.org/10.1037/0003-066X.41.10.1040
- Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34(3), 169‑189. https://doi.org/10.1207/s15326985ep3403_3
- Elliot, A. J. et McGregor, H. A. (2001). A 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501‑519. https://doi.org/10.1037/0022-3514.80.3.501
- Elliott, E. S. et Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54(1), 5‑12. https://doi.org/10.1037/0022‑3514.54.1.5
- Ferla, J., Valcke, M. et Schuyten, G. (2010). Judgments of self-perceived academic competence and their differential impact on students’ achievement motivation, learning approach, and academic performance. European Journal of Psychology of Education, 25(4), 519‑536. https://doi.org/10.1007/s10212-010-0030-9
- Finney, S. J., Pieper, S. L. et Barron, K. E. (2004). Examining the psychometric properties of the achievement goal questionnaire in a general academic context. Educational and Psychological Measurement, 64(2), 365‑382. https://doi.org/10.1177/0013164403258465
- Fiorella, L. et Mayer, R. E. (2018). What works and doesn’t work with instructional video. Computers in Human Behavior, 89, 465‑470. https://doi.org/10.1016/j.chb.2018.07.015
- Hasler, B. S., Kersten, B. et Sweller, J. (2007). Learner control, cognitive load and instructional animation. Applied Cognitive Psychology, 21(6), 713‑729. https://doi.org/10.1002/acp.1345
- Hrastinski, S. (2008). What is online learner participation? A literature review. Computers & Education, 51(4), 1755‑1765. https://doi.org/10.1016/j.compedu.2008.05.00
- Huang, E. Y., Lin, S. W. et Huang, T. K. (2012). What type of learning style leads to online participation in the mixed-mode e-learning environment? A study of software usage instruction. Computers & Education, 58(1), 338‑349. https://doi.org/10.1016/j.compedu.2011.08.003
- Hung, I.-C., Kinshuk et Chen, N.-S. (2018). Embodied interactive video lectures for improving learning comprehension and retention. Computers & Education, 117, 116‑131. https://doi.org/10.1016/j.compedu.2017.10.005
- Li, L.-Y. et Tsai, C.-C. (2017). Accessing online learning material: Quantitative behavior patterns and their effects on motivation and learning performance. Computers & Education, 114, 286‑297. https://doi.org/10.1016/j.compedu.2017.07.007
- Malka, A. et Covington, M. V. (2005). Perceiving school performance as instrumental to future goal attainment: Effects on graded performance. Contemporary Educational Psychology, 30(1), 60‑80. https://doi.org/10.1016/j.cedpsych.2004.04.001
- Manwaring, K. C., Larsen, R., Graham, C. R., Henrie, C. R., & Halverson, L. R. (2017). Investigating student engagement in blended learning settings using experience sampling and structural equation modeling. The Internet and Higher Education, 35, 21‑33. https://doi.org/10.1016/j.iheduc.2017.06.002
- Marsh, H. W. et Craven, R. (1996). Chapter 6 - Academic self-concept: Beyond the dustbowl. Dans G. D. Phye (dir.), Handbook of Classroom Assessment (p. 131‑198). Academic Press. https://doi.org/10.1016/B978-012554155-8/50008-9
- Marsh, H. W. et Shavelson, R. (1985). Self-concept: Its multifaceted, hierarchical structure. Educational Psychologist, 20(3), 107‑123. https://doi.org/10.1207/s15326985ep2003_1
- McCutcheon, K., Lohan, M., Traynor, M. et Martin, D. (2015). A systematic review evaluating the impact of online or blended learning vs. face-to-face learning of clinical skills in undergraduate nurse education. Journal of Advanced Nursing, 71(2), 255‑270. https://doi.org/10.1111/jan.12509
- McCutcheon, K., O’Halloran, P. et Lohan, M. (2018). Online learning versus blended learning of clinical supervisee skills with pre-registration nursing students: A randomised controlled trial. International Journal of Nursing Studies, 82, 30‑39. https://doi.org/10.1016/j.ijnurstu.2018.02.005
- Meehan, M. et McCallig, J. (2018). Effects on learning of time spent by university students attending lectures and/or watching online videos. Journal of Computer Assisted Learning, 35(2), 283‑293. https://doi.org/10.1111/jcal.12329
- Mogus, A. M., Djurdjevic, I. et Suvak, N. (2012). The impact of student activity in a virtual learning environment on their final mark. Active Learning in Higher Education, 13(3), 177‑189. https://doi.org/10.1177/1469787412452985
- Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91(3), 328‑346. https://doi.org/10.1037/0033-295X.91.3.328
- Organisation de coopération et de développement économiques. (2016). Cadre d’évaluation et d’analyse de l’enquête PISA 2015 : compétences en sciences, en compréhension de l’écrit, en mathématiques, en matières financières et en résolution collaborative de problèmes. https://doi.org/10.1787/9789264297203-7-fr
- Osguthorpe, R. T. et Graham, C. R. (2003). Blended learning environments: Definitions and directions. Quarterly Review of Distance Education, 4(3), 227‑233. http://learntechlib.org/p/97576
- Remedios, R. et Richardson, J. T. E. (2013). Achievement goals in adult learners: Evidence from distance education. British Journal of Educational Psychology, 83(4), 664‑685. https://doi.org/10.1111/bjep.12001
- Shavelson, R. J. et Bolus, R. (1982). Self-concept: The interplay of theory and methods. Journal of Educational Psychology, 74(1), 3‑17. https://doi.org/10.1037/0022-0663.74.1.3
- Shavelson, R. J., Hubner, J. J. et Stanton, G. C. (1976). Self-concept: Validation of construct interpretations. Review of Educational Research, 46(3), 407‑441. https://doi.org/10.3102/00346543046003407
- Somers, P., Woodhouse, S. R. et Cofer, J. E. (2004). Pushing the boulder uphill: The persistence of first-generation college students. Journal of Student Affairs Research and Practice, 41(3), 811‑828. https://doi.org/10.2202/1949-6605.1353
- Stephens, N. M., Fryberg, S. A., Markus, H. R., Johnson, C. S. et Covarrubias, R. (2012). Unseen disadvantage: How American universities’ focus on independence undermines the academic performance of first-generation college students. Journal of Personality and Social Psychology, 102(6), 1178‑1197. https://doi.org/10.1037/a0027143
- Sun, J. C.-Y. et Rueda, R. (2012). Situational interest, computer self-efficacy and self-regulation : Their impact on student engagement in distance education. British Journal of Educational Technology, 43(2), 191‑204. https://doi.org/10.1111/j.1467‑8535.2010.01157.x
- Traphagan, T., Kucsera, J. V. et Kishi, K. (2010). Impact of class lecture webcasting on attendance and learning. Educational Technology Research and Development, 58(1), 19‑37. https://doi.org/10.1007/s11423-009-9128-7
- Vo, H. M., Zhu, C. et Diep, N. A. (2017). The effect of blended learning on student performance at course-level in higher education: A meta-analysis. Studies in Educational Evaluation, 53, 17‑28. https://doi.org/10.1016/j.stueduc.2017.01.002
- Zhang, W. et Zhu, C. (2018). Comparing learning outcomes of blended learning and traditional face-to-face learning of university students in ESL courses. International Journal on E-Learning, 17(2), 251‑273. http://learntechlib.org/primary/p/171512