En quoi la diversité des stratégies pédagogiques participe-t-elle à la motivation à apprendre des étudiants ? Etude d’un cas particulier
Many educational researchers support a variety of educational strategies to reap the benefits of each. Indeed, according to Sauvé, Debeurme, Wright, Fournier and Fontaine (2007), diversified pedagogical activities offer students the opportunity to make choices and break the routine while encouraging...
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| Format: | Article |
| Language: | fra |
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Association Internationale de Pédagogie Universitaire
2018-03-01
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| Series: | Revue Internationale de Pédagogie de l’Enseignement Supérieur |
| Subjects: | |
| Online Access: | https://journals.openedition.org/ripes/1288 |
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| _version_ | 1841546577695473664 |
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| author | Émilie Tremblay-Wragg Carole Raby Louise Ménard |
| author_facet | Émilie Tremblay-Wragg Carole Raby Louise Ménard |
| author_sort | Émilie Tremblay-Wragg |
| collection | DOAJ |
| description | Many educational researchers support a variety of educational strategies to reap the benefits of each. Indeed, according to Sauvé, Debeurme, Wright, Fournier and Fontaine (2007), diversified pedagogical activities offer students the opportunity to make choices and break the routine while encouraging their motivation to learn. However, the motivation to learn from students who are subject to several educational strategies within the same course remains poorly documented. In response to this situation, this article describes the case of a university professor who uses several teaching strategies in his teaching. This case study was conducted through an interview with the professor, 12 hours of classroom observation and a questionnaire on motivation completed on three occasions during the session by his students as well as interviews with ten of them. The findings show that the methods employed by this professor, in addition to being diversified, are motivating for the students. Indeed, Carlos steps out of the traditional teaching framework by using 14 different teaching strategies as part of his course, thus providing a variety of learning opportunities that motivate his students. The article presents and discusses the factors contributing to this high level of student motivation by placing a strong emphasis on the instructional strategies. |
| format | Article |
| id | doaj-art-54824138fab74caca554984d4300982a |
| institution | Kabale University |
| issn | 2076-8427 |
| language | fra |
| publishDate | 2018-03-01 |
| publisher | Association Internationale de Pédagogie Universitaire |
| record_format | Article |
| series | Revue Internationale de Pédagogie de l’Enseignement Supérieur |
| spelling | doaj-art-54824138fab74caca554984d4300982a2025-01-10T16:18:13ZfraAssociation Internationale de Pédagogie UniversitaireRevue Internationale de Pédagogie de l’Enseignement Supérieur2076-84272018-03-013410.4000/ripes.1288En quoi la diversité des stratégies pédagogiques participe-t-elle à la motivation à apprendre des étudiants ? Etude d’un cas particulierÉmilie Tremblay-WraggCarole RabyLouise MénardMany educational researchers support a variety of educational strategies to reap the benefits of each. Indeed, according to Sauvé, Debeurme, Wright, Fournier and Fontaine (2007), diversified pedagogical activities offer students the opportunity to make choices and break the routine while encouraging their motivation to learn. However, the motivation to learn from students who are subject to several educational strategies within the same course remains poorly documented. In response to this situation, this article describes the case of a university professor who uses several teaching strategies in his teaching. This case study was conducted through an interview with the professor, 12 hours of classroom observation and a questionnaire on motivation completed on three occasions during the session by his students as well as interviews with ten of them. The findings show that the methods employed by this professor, in addition to being diversified, are motivating for the students. Indeed, Carlos steps out of the traditional teaching framework by using 14 different teaching strategies as part of his course, thus providing a variety of learning opportunities that motivate his students. The article presents and discusses the factors contributing to this high level of student motivation by placing a strong emphasis on the instructional strategies.https://journals.openedition.org/ripes/1288pédagogie universitaireétude de casstratégies pédagogiques diversifiéesmotivation à apprendreréussite et persévérance scolaires |
| spellingShingle | Émilie Tremblay-Wragg Carole Raby Louise Ménard En quoi la diversité des stratégies pédagogiques participe-t-elle à la motivation à apprendre des étudiants ? Etude d’un cas particulier Revue Internationale de Pédagogie de l’Enseignement Supérieur pédagogie universitaire étude de cas stratégies pédagogiques diversifiées motivation à apprendre réussite et persévérance scolaires |
| title | En quoi la diversité des stratégies pédagogiques participe-t-elle à la motivation à apprendre des étudiants ? Etude d’un cas particulier |
| title_full | En quoi la diversité des stratégies pédagogiques participe-t-elle à la motivation à apprendre des étudiants ? Etude d’un cas particulier |
| title_fullStr | En quoi la diversité des stratégies pédagogiques participe-t-elle à la motivation à apprendre des étudiants ? Etude d’un cas particulier |
| title_full_unstemmed | En quoi la diversité des stratégies pédagogiques participe-t-elle à la motivation à apprendre des étudiants ? Etude d’un cas particulier |
| title_short | En quoi la diversité des stratégies pédagogiques participe-t-elle à la motivation à apprendre des étudiants ? Etude d’un cas particulier |
| title_sort | en quoi la diversite des strategies pedagogiques participe t elle a la motivation a apprendre des etudiants etude d un cas particulier |
| topic | pédagogie universitaire étude de cas stratégies pédagogiques diversifiées motivation à apprendre réussite et persévérance scolaires |
| url | https://journals.openedition.org/ripes/1288 |
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