Personnes contributrices : Géraldine Heilporn pour la vulgarisation en collaboration avec Myriam Girouard-Gagné ainsi qu'avec le soutien de l'équipe des communications du Pôle d'expertise pour la médiatisation.
Comment citer cette ressource : Pôle d’expertise interordres en formation à distance et Heilporn, G. (2024). Stratégies de personnes enseignantes pour favoriser l'engagement étudiant en formation hybride. Campus numérique Québec. https://view.genial.ly/661fbaf5af56480014b7b651/interactive-content-heilpornvf. Sous licence CC BY-NC-SA
Personnes contributrices : Géraldine Heilporn pour la vulgarisation en collaboration avec Myriam Girouard-Gagné ainsi qu'avec le soutien de l'équipe des communications du Pôle d'expertise pour la médiatisation.
Comment citer cette ressource : Pôle d’expertise interordres en formation à distance et Heilporn, G. (2024). Stratégies de personnes enseignantes pour favoriser l'engagement étudiant en formation hybride. Campus numérique Québec. https://view.genial.ly/661fbaf5af56480014b7b651/interactive-content-heilpornvf. Sous licence CC BY-NC-SA
Bibliographie
Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., et Kerres, M. (2020). Mapping research in student engagement and educational technology in higher education: A systematic evidence map. International Journal of Educational Technology in Higher Education, 17(2), 1–30. https://doi.org/10.1186/s41239-019-0176-8.
Borup, J., Graham, C. R., West, R. E., Archambault, L., et Spring, K. J. (2020). Academic communities of engagement: An expansive lens for examining support structures in blended and online learning. Educational Technology Research and Development, 68(2), 807–832. https://doi.org/10.1007/s11423-020-09744-x.
Christenson, S. L., Reschly, A. L., et Wylie, C. (Dir.). (2012). Handbook of research on student engagement. Springer US. https://doi.org/10.1007/978-1-4614-2018-7
Fredricks, J. A., Blumenfeld, P. C., et Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059.
Fredricks, J. A., Filsecker, M., et Lawson, M. A. (2016). Student engagement, context, and adjustment: Addressing definitional, measurement, and methodological issues. Learning and Instruction, 43, 1–4. https://doi.org/10.1016/j.learninstruc.2016.02.002.
Fredricks, J. A., Reschly, A. L., et Christenson, S. L. (2019). Interventions for student engagement: Overview and state of the feld. Dans Handbook of student engagement interventions (p. 1–11). Elsevier. https://doi.org/10.1016/B978-0-12-813413-9.00001-2
Graham, C. R. (2019). Current research in blended learning. Dans M. G. Moore, & W. C. Diehl (Dir.), Handbook of distance education (4e éd., p. 173–188). Routledge. https://doi.org/10.4324/9781315296135-15
Halverson, L. R., et Graham, C. R. (2019). Learner engagement in blended learning environments: A conceptual framework. Online Learning, 23(2), 145–178. https://doi.org/10.24059/olj.v23i2.1481
Heilporn, G., Raynault, A., et Frenette, É. (2024). Student engagement in a higher education course: A multidimensional scale for different course modalities. Social Sciences & Humanities Open, 9, 100794. https://doi.org/10.1016/j.ssaho.2023.100794
Heilporn, G., Lakhal, S., Bélisle, M., et St-Onge, C. (2020). Engagement des étudiants: une échelle de mesure multidimensionnelle appliquée à des modalités de cours hybrides universitaires. Mesure et évaluation en éducation, 43(2), 1-34. https://doi.org/10.7202/1081043ar
Kahu, E. R. (2013). Framing student engagement in higher education. Studies in Higher Education, 38(5), 758–773. https://doi.org/10.1080/03075079.2011.598505.
Mandernach, B. J. (2015). Assessment of student engagement in higher education: A synthesis of literature and assessment tools. International Journal of Learning, Teaching and Educational Research, 12(2), 1–14. Manwaring, K. C., Larsen, R., Graham, C. R., Henrie, C. R., et Halverson, L. R. (2017). Investigating student engagement in blended learning settings using experience sampling and structural equation modeling. The Internet and Higher Education, 35(Supplement C), 21–33. https://doi.org/10.1016/j.iheduc.2017.06.002 Miles, M. B., Huberman, A. M., et Saldaña, J. (2020). Qualitative data analysis: A methods sourcebook (4e ed.). Sage.
Skinner, E. A., et Pitzer, J. R. (2012). Developmental dynamics of student engagement, coping, and everyday resilience. Dans S. L. Christenson, A. L. Reschly, et C. Wylie (Dir.), Handbook of research on student engagement (p. 21–44). Springer US. https://doi.org/10.1007/978-1-4614-2018-7_2 Thomas, D. R. (2006). A general inductive approach for analyzing qualitative evaluation data. American Journal of Evaluation, 27(2), 237–246. https://doi.org/10.1177/1098214005283748.
Heilporn_VF
Pôle d'expertise interordres en FAD
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Transcript
Personnes contributrices : Géraldine Heilporn pour la vulgarisation en collaboration avec Myriam Girouard-Gagné ainsi qu'avec le soutien de l'équipe des communications du Pôle d'expertise pour la médiatisation.
Comment citer cette ressource : Pôle d’expertise interordres en formation à distance et Heilporn, G. (2024). Stratégies de personnes enseignantes pour favoriser l'engagement étudiant en formation hybride. Campus numérique Québec. https://view.genial.ly/661fbaf5af56480014b7b651/interactive-content-heilpornvf. Sous licence CC BY-NC-SA
Personnes contributrices : Géraldine Heilporn pour la vulgarisation en collaboration avec Myriam Girouard-Gagné ainsi qu'avec le soutien de l'équipe des communications du Pôle d'expertise pour la médiatisation.
Comment citer cette ressource : Pôle d’expertise interordres en formation à distance et Heilporn, G. (2024). Stratégies de personnes enseignantes pour favoriser l'engagement étudiant en formation hybride. Campus numérique Québec. https://view.genial.ly/661fbaf5af56480014b7b651/interactive-content-heilpornvf. Sous licence CC BY-NC-SA
Bibliographie
Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., et Kerres, M. (2020). Mapping research in student engagement and educational technology in higher education: A systematic evidence map. International Journal of Educational Technology in Higher Education, 17(2), 1–30. https://doi.org/10.1186/s41239-019-0176-8. Borup, J., Graham, C. R., West, R. E., Archambault, L., et Spring, K. J. (2020). Academic communities of engagement: An expansive lens for examining support structures in blended and online learning. Educational Technology Research and Development, 68(2), 807–832. https://doi.org/10.1007/s11423-020-09744-x. Christenson, S. L., Reschly, A. L., et Wylie, C. (Dir.). (2012). Handbook of research on student engagement. Springer US. https://doi.org/10.1007/978-1-4614-2018-7 Fredricks, J. A., Blumenfeld, P. C., et Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059. Fredricks, J. A., Filsecker, M., et Lawson, M. A. (2016). Student engagement, context, and adjustment: Addressing definitional, measurement, and methodological issues. Learning and Instruction, 43, 1–4. https://doi.org/10.1016/j.learninstruc.2016.02.002. Fredricks, J. A., Reschly, A. L., et Christenson, S. L. (2019). Interventions for student engagement: Overview and state of the feld. Dans Handbook of student engagement interventions (p. 1–11). Elsevier. https://doi.org/10.1016/B978-0-12-813413-9.00001-2 Graham, C. R. (2019). Current research in blended learning. Dans M. G. Moore, & W. C. Diehl (Dir.), Handbook of distance education (4e éd., p. 173–188). Routledge. https://doi.org/10.4324/9781315296135-15 Halverson, L. R., et Graham, C. R. (2019). Learner engagement in blended learning environments: A conceptual framework. Online Learning, 23(2), 145–178. https://doi.org/10.24059/olj.v23i2.1481 Heilporn, G., Raynault, A., et Frenette, É. (2024). Student engagement in a higher education course: A multidimensional scale for different course modalities. Social Sciences & Humanities Open, 9, 100794. https://doi.org/10.1016/j.ssaho.2023.100794 Heilporn, G., Lakhal, S., Bélisle, M., et St-Onge, C. (2020). Engagement des étudiants: une échelle de mesure multidimensionnelle appliquée à des modalités de cours hybrides universitaires. Mesure et évaluation en éducation, 43(2), 1-34. https://doi.org/10.7202/1081043ar Kahu, E. R. (2013). Framing student engagement in higher education. Studies in Higher Education, 38(5), 758–773. https://doi.org/10.1080/03075079.2011.598505. Mandernach, B. J. (2015). Assessment of student engagement in higher education: A synthesis of literature and assessment tools. International Journal of Learning, Teaching and Educational Research, 12(2), 1–14. Manwaring, K. C., Larsen, R., Graham, C. R., Henrie, C. R., et Halverson, L. R. (2017). Investigating student engagement in blended learning settings using experience sampling and structural equation modeling. The Internet and Higher Education, 35(Supplement C), 21–33. https://doi.org/10.1016/j.iheduc.2017.06.002 Miles, M. B., Huberman, A. M., et Saldaña, J. (2020). Qualitative data analysis: A methods sourcebook (4e ed.). Sage. Skinner, E. A., et Pitzer, J. R. (2012). Developmental dynamics of student engagement, coping, and everyday resilience. Dans S. L. Christenson, A. L. Reschly, et C. Wylie (Dir.), Handbook of research on student engagement (p. 21–44). Springer US. https://doi.org/10.1007/978-1-4614-2018-7_2 Thomas, D. R. (2006). A general inductive approach for analyzing qualitative evaluation data. American Journal of Evaluation, 27(2), 237–246. https://doi.org/10.1177/1098214005283748.