Innovation pédagogique à l’université : comparaison entre apprentissage par problèmes et cours traditionnel
Faced with a massive influx of students without a common educational foundation and background, the issue of knowledge transfer and of the development of teaching practices in higher education is currently at the crux of the debate. We assist in the development of a variety of educational experiment...
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| Format: | Article |
| Language: | fra |
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Association Internationale de Pédagogie Universitaire
2018-11-01
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| Series: | Revue Internationale de Pédagogie de l’Enseignement Supérieur |
| Subjects: | |
| Online Access: | https://journals.openedition.org/ripes/1574 |
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| _version_ | 1841546574762606592 |
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| author | Perrine Martin Philippe Padula |
| author_facet | Perrine Martin Philippe Padula |
| author_sort | Perrine Martin |
| collection | DOAJ |
| description | Faced with a massive influx of students without a common educational foundation and background, the issue of knowledge transfer and of the development of teaching practices in higher education is currently at the crux of the debate. We assist in the development of a variety of educational experiments within universities (Clanet, 2001), thus calling into question the relevance of lectures. Yet, a number of professors continue to teach the "traditional" way. The question of the effectiveness of these educational implementations compared to a traditional class consequently still arise. Our study is interested in measuring and comparing the effectiveness of a Problem-based Learning (PBL) compared to a traditional education in a Program Master’s degree Engineering on the unit of education : Study of Mechanical Systems. Our results suggest that the Problem-based learning are effective, and this rapidly for students who are not used to active learning. Starting students going, responsibility awareness, and students’ commitment are certainly factors of success to explore. |
| format | Article |
| id | doaj-art-49cc1524532d41a2b18611ae48ccf910 |
| institution | Kabale University |
| issn | 2076-8427 |
| language | fra |
| publishDate | 2018-11-01 |
| publisher | Association Internationale de Pédagogie Universitaire |
| record_format | Article |
| series | Revue Internationale de Pédagogie de l’Enseignement Supérieur |
| spelling | doaj-art-49cc1524532d41a2b18611ae48ccf9102025-01-10T16:18:14ZfraAssociation Internationale de Pédagogie UniversitaireRevue Internationale de Pédagogie de l’Enseignement Supérieur2076-84272018-11-013410.4000/ripes.1574Innovation pédagogique à l’université : comparaison entre apprentissage par problèmes et cours traditionnelPerrine MartinPhilippe PadulaFaced with a massive influx of students without a common educational foundation and background, the issue of knowledge transfer and of the development of teaching practices in higher education is currently at the crux of the debate. We assist in the development of a variety of educational experiments within universities (Clanet, 2001), thus calling into question the relevance of lectures. Yet, a number of professors continue to teach the "traditional" way. The question of the effectiveness of these educational implementations compared to a traditional class consequently still arise. Our study is interested in measuring and comparing the effectiveness of a Problem-based Learning (PBL) compared to a traditional education in a Program Master’s degree Engineering on the unit of education : Study of Mechanical Systems. Our results suggest that the Problem-based learning are effective, and this rapidly for students who are not used to active learning. Starting students going, responsibility awareness, and students’ commitment are certainly factors of success to explore.https://journals.openedition.org/ripes/1574pédagogie universitairecompétencesapprentissage par problèmes (APP)efficacité |
| spellingShingle | Perrine Martin Philippe Padula Innovation pédagogique à l’université : comparaison entre apprentissage par problèmes et cours traditionnel Revue Internationale de Pédagogie de l’Enseignement Supérieur pédagogie universitaire compétences apprentissage par problèmes (APP) efficacité |
| title | Innovation pédagogique à l’université : comparaison entre apprentissage par problèmes et cours traditionnel |
| title_full | Innovation pédagogique à l’université : comparaison entre apprentissage par problèmes et cours traditionnel |
| title_fullStr | Innovation pédagogique à l’université : comparaison entre apprentissage par problèmes et cours traditionnel |
| title_full_unstemmed | Innovation pédagogique à l’université : comparaison entre apprentissage par problèmes et cours traditionnel |
| title_short | Innovation pédagogique à l’université : comparaison entre apprentissage par problèmes et cours traditionnel |
| title_sort | innovation pedagogique a l universite comparaison entre apprentissage par problemes et cours traditionnel |
| topic | pédagogie universitaire compétences apprentissage par problèmes (APP) efficacité |
| url | https://journals.openedition.org/ripes/1574 |
| work_keys_str_mv | AT perrinemartin innovationpedagogiquealuniversitecomparaisonentreapprentissageparproblemesetcourstraditionnel AT philippepadula innovationpedagogiquealuniversitecomparaisonentreapprentissageparproblemesetcourstraditionnel |