[ { "key": "UCJLCZC8", "version": 526, "library": { "type": "group", "id": 136857, "name": "Approche documentaire du didactique", "links": { "alternate": { "href": "https://www.zotero.org/groups/approche_documentaire_du_didactique", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/136857/items/UCJLCZC8", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/approche_documentaire_du_didactique/items/UCJLCZC8", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1650826, "username": "Anita026", "name": "Anita Messaoui", "links": { "alternate": { "href": "https://www.zotero.org/anita026", "type": "text/html" } } }, "lastModifiedByUser": { "id": 1158703, "username": "ggueudet", "name": "Ghislaine Gueudet", "links": { "alternate": { "href": "https://www.zotero.org/ggueudet", "type": "text/html" } } }, "creatorSummary": "Shekhar et al.", "parsedDate": "2020", "numChildren": 1 }, "data": { "key": "UCJLCZC8", "version": 526, "itemType": "journalArticle", "title": "Negative Student Response to Active Learning in STEM Classrooms: A Systematic Review of Underlying Reasons", "creators": [ { "creatorType": "author", "firstName": "Prateek", "lastName": "Shekhar" }, { "creatorType": "author", "firstName": "Maura", "lastName": "Borrego" }, { "creatorType": "author", "firstName": "Matt", "lastName": "DeMonbrun" }, { "creatorType": "author", "firstName": "Cynthia", "lastName": "Finelli" }, { "creatorType": "author", "firstName": "Caroline", "lastName": "Crockett" }, { "creatorType": "author", "firstName": "Kevin", "lastName": "Nguyen" } ], "abstractNote": "", "publicationTitle": "Journal of College Science Teaching", "publisher": "National Science Teachers Association", "place": "", "date": "2020", "volume": "49", "issue": "6", "section": "", "partNumber": "", "partTitle": "", "pages": "45-54", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "https://www.jstor.org/stable/27119215", "accessDate": "2024-01-11T08:54:55Z", "PMID": "", "PMCID": "", "ISSN": "0047-231X", "archive": "", "archiveLocation": "", "shortTitle": "Negative Student Response to Active Learning in STEM Classrooms", "language": "", "libraryCatalog": "JSTOR", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2024-01-11T09:59:02Z", "dateModified": "2024-01-11T09:59:02Z" } }, { "key": "TGSW2JML", "version": 526, "library": { "type": "group", "id": 136857, "name": "Approche documentaire du didactique", "links": { "alternate": { "href": "https://www.zotero.org/groups/approche_documentaire_du_didactique", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/136857/items/TGSW2JML", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/approche_documentaire_du_didactique/items/TGSW2JML", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1650826, "username": "Anita026", "name": "Anita Messaoui", "links": { "alternate": { "href": "https://www.zotero.org/anita026", "type": "text/html" } } }, "lastModifiedByUser": { "id": 1158703, "username": "ggueudet", "name": "Ghislaine Gueudet", "links": { "alternate": { "href": "https://www.zotero.org/ggueudet", "type": "text/html" } } }, "creatorSummary": "Metzger and Langley", "parsedDate": "2020-07", "numChildren": 0 }, "data": { "key": "TGSW2JML", "version": 526, "itemType": "journalArticle", "title": "The Room Itself is Not Enough: Student Engagement in Active Learning Classrooms", "creators": [ { "creatorType": "author", "firstName": "Kelsey J.", "lastName": "Metzger" }, { "creatorType": "author", "firstName": "David", "lastName": "Langley" } ], "abstractNote": "The primary purpose of this paper is to describe the variety of active engagements that characterize student behaviors in active learning classrooms (ALCs) across an undergraduate degree program. The number of different engagement types observed during a single class meeting varied between two and eight across 23 different courses. Three forms of engagement accounted for nearly 75% of all observed time, regardless of the subgroups (e.g., consistent in STEM vs Non-STEM courses, lower division vs upper division courses). In addition, unique patterns of student engagement characterized the pedagogical \"signature\" of a given course. We conclude that intensive class observation focused on student engagement not only has value for comprehensive undergraduate program review but also serves as a lever that invites faculty reflection on pedagogical practice toward course improvement.", "publicationTitle": "College Teaching", "publisher": "Taylor & Francis Ltd", "place": "", "date": "2020-07", "volume": "68", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "150-160", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/87567555.2020.1768357", "citationKey": "", "url": "https://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=147176613&lang=fr&site=ehost-live&scope=site", "accessDate": "2024-01-11T08:50:30Z", "PMID": "", "PMCID": "", "ISSN": "87567555", "archive": "", "archiveLocation": "", "shortTitle": "The Room Itself is Not Enough", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "ACTIVE learning", "type": 1 }, { "tag": "CLASSROOMS", "type": 1 }, { "tag": "Curriculum", "type": 1 }, { "tag": "PSYCHOLOGY of students", "type": 1 }, { "tag": "STUDENT engagement", "type": 1 }, { "tag": "TEACHING methods", "type": 1 }, { "tag": "UNDERGRADUATE programs", "type": 1 }, { "tag": "educational environments", "type": 1 }, { "tag": "pedagogy", "type": 1 }, { "tag": "student behavior", "type": 1 }, { "tag": "teaching methods", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2024-01-11T09:59:02Z", "dateModified": "2024-01-11T09:59:02Z" } }, { "key": "6YVKY87F", "version": 526, "library": { "type": "group", "id": 136857, "name": "Approche documentaire du didactique", "links": { "alternate": { "href": "https://www.zotero.org/groups/approche_documentaire_du_didactique", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/136857/items/6YVKY87F", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/approche_documentaire_du_didactique/items/6YVKY87F", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1650826, "username": "Anita026", "name": "Anita Messaoui", "links": { "alternate": { "href": "https://www.zotero.org/anita026", "type": "text/html" } } }, "lastModifiedByUser": { "id": 1158703, "username": "ggueudet", "name": "Ghislaine Gueudet", "links": { "alternate": { "href": "https://www.zotero.org/ggueudet", "type": "text/html" } } }, "creatorSummary": "Hyun et al.", "parsedDate": "2017", "numChildren": 1 }, "data": { "key": "6YVKY87F", "version": 526, "itemType": "journalArticle", "title": "Students' Satisfaction on Their Learning Process in Active Learning and Traditional Classrooms", "creators": [ { "creatorType": "author", "firstName": "Jung", "lastName": "Hyun" }, { "creatorType": "author", "firstName": "Ruth", "lastName": "Ediger" }, { "creatorType": "author", "firstName": "Donghun", "lastName": "Lee" } ], "abstractNote": "Studies have shown Active Learning Classrooms [ALCs] help increase student engagement and improve student performance. However, remodeling all traditional classrooms to ALCs entails substantial financial burdens. Thus, an imperative question for institutions of higher education is whether active learning pedagogies can improve learning outcomes when classroom resources are limited. In this study, we examined the effect of active learning pedagogies on students' satisfaction of learning processes in ALC and Traditional Classrooms [TCs]. The results show that active learning pedagogy activities are significant factors that increase students' satisfaction with their individual and group learning processes. In addition, active learning pedagogical activities in both TCs and ALCs influence students' satisfaction with their learning processes positively.", "publicationTitle": "International Journal of Teaching and Learning in Higher Education", "publisher": "International Society for Exploring Teaching and Learning", "place": "", "date": "2017/00/00", "volume": "29", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "108-118", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "https://eric.ed.gov/?id=EJ1135821", "accessDate": "2024-01-11T08:48:30Z", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "en", "libraryCatalog": "ERIC", "callNumber": "", "rights": "", "extra": "ERIC Number: EJ1135821", "tags": [ { "tag": "Active Learning", "type": 1 }, { "tag": "College Students", "type": 1 }, { "tag": "Conventional Instruction", "type": 1 }, { "tag": "Hypothesis Testing", "type": 1 }, { "tag": "Instructional Effectiveness", "type": 1 }, { "tag": "Learning Activities", "type": 1 }, { "tag": "Learning Processes", "type": 1 }, { "tag": "Least Squares Statistics", "type": 1 }, { "tag": "Likert Scales", "type": 1 }, { "tag": "Outcomes of Education", "type": 1 }, { "tag": "Questionnaires", "type": 1 }, { "tag": "Regression (Statistics)", "type": 1 }, { "tag": "Student Satisfaction", "type": 1 }, { "tag": "Teaching Methods", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2024-01-11T09:59:02Z", "dateModified": "2024-01-11T09:59:02Z" } }, { "key": "5ZVWWAYX", "version": 526, "library": { "type": "group", "id": 136857, "name": "Approche documentaire du didactique", "links": { "alternate": { "href": "https://www.zotero.org/groups/approche_documentaire_du_didactique", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/136857/items/5ZVWWAYX", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/approche_documentaire_du_didactique/items/5ZVWWAYX", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1650826, "username": "Anita026", "name": "Anita Messaoui", "links": { "alternate": { "href": "https://www.zotero.org/anita026", "type": "text/html" } } }, "lastModifiedByUser": { "id": 1158703, "username": "ggueudet", "name": "Ghislaine Gueudet", "links": { "alternate": { "href": "https://www.zotero.org/ggueudet", "type": "text/html" } } }, "creatorSummary": "Bolden et al.", "parsedDate": "2019-07-01", "numChildren": 1 }, "data": { "key": "5ZVWWAYX", "version": 526, "itemType": "journalArticle", "title": "Location, location, location: A comparison of student experience in a lecture hall to a small classroom using similar techniques", "creators": [ { "creatorType": "author", "firstName": "Edward C", "lastName": "Bolden" }, { "creatorType": "author", "firstName": "Tina M", "lastName": "Oestreich" }, { "creatorType": "author", "firstName": "Michael J", "lastName": "Kenney" }, { "creatorType": "author", "firstName": "Brian T", "lastName": "Yuhnke" } ], "abstractNote": "This article focuses on students’ perceptions of small-group activities, discussion, and technology-based interactivity implemented in two different learning environments, namely, in a large, traditional lecture hall and in a smaller classroom. The Engaged Learning Index, developed by Schreiner and Louis, was used along with several items to determine student perceptions of the activities that they had been asked to undertake. This followed a faculty training program designed to help faculty to use discussion, technology, and small-group work to enhance student engagement. Students in a course in which faculty taught in a traditional lecture hall (in an auditorium) were compared with students who had content and material delivered within a small classroom. Data indicated more active engagement in courses hosted in small classrooms, with slightly higher ratings on meaningful processing and active participation, while students in the course run by faculty in the traditional lecture hall reported a deeper processing of material, more advanced learning, more focused attention, and a better understanding overall. An explanation of potential differences is provided.", "publicationTitle": "Active Learning in Higher Education", "publisher": "SAGE Publications", "place": "", "date": "2019-07-01", "volume": "20", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "139-152", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1177/1469787417742018", "citationKey": "", "url": "https://doi.org/10.1177/1469787417742018", "accessDate": "2024-01-11T09:33:07Z", "PMID": "", "PMCID": "", "ISSN": "1469-7874", "archive": "", "archiveLocation": "", "shortTitle": "Location, location, location", "language": "en", "libraryCatalog": "SAGE Journals", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2024-01-11T09:59:02Z", "dateModified": "2024-01-11T09:59:02Z" } }, { "key": "43NXXPD3", "version": 526, "library": { "type": "group", "id": 136857, "name": "Approche documentaire du didactique", "links": { "alternate": { "href": "https://www.zotero.org/groups/approche_documentaire_du_didactique", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/136857/items/43NXXPD3", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/approche_documentaire_du_didactique/items/43NXXPD3", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1650826, "username": "Anita026", "name": "Anita Messaoui", "links": { "alternate": { "href": "https://www.zotero.org/anita026", "type": "text/html" } } }, "lastModifiedByUser": { "id": 1158703, "username": "ggueudet", "name": "Ghislaine Gueudet", "links": { "alternate": { "href": "https://www.zotero.org/ggueudet", "type": "text/html" } } }, "creatorSummary": "Nicol et al.", "parsedDate": "2018-11-01", "numChildren": 1 }, "data": { "key": "43NXXPD3", "version": 526, "itemType": "journalArticle", "title": "Comparison of high-technology active learning and low-technology active learning classrooms", "creators": [ { "creatorType": "author", "firstName": "Adelheid AM", "lastName": "Nicol" }, { "creatorType": "author", "firstName": "Soo M", "lastName": "Owens" }, { "creatorType": "author", "firstName": "Stéphanie SCL", "lastName": "Le Coze" }, { "creatorType": "author", "firstName": "Allister", "lastName": "MacIntyre" }, { "creatorType": "author", "firstName": "Christina", "lastName": "Eastwood" } ], "abstractNote": "Many academic institutions are investing thousands of dollars in technology-based classrooms to market themselves as modern and adapt to the new generation of students for whom technology forms part of their everyday lives. This technology is also believed to provide the added benefit of better knowledge acquisition, improved critical thinking and greater engagement with the material. However, not many studies have examined their effectiveness in comparison with active learning classes that do not employ a lot of technology. An evaluation of a high-technology-based active learning classroom environment and a low-technology-based active learning classroom for the same organizational behaviour and leadership course is presented in this article. Results revealed no significant differences for grades between the two. However, several problems emerged with the high-technology active learning classroom. Examination of the instructors’ experiences suggests that a variety of obstacles need to be dealt with if this type of classroom is to be adequately utilized and assessed.", "publicationTitle": "Active Learning in Higher Education", "publisher": "SAGE Publications", "place": "", "date": "2018-11-01", "volume": "19", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "253-265", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1177/1469787417731176", "citationKey": "", "url": "https://doi.org/10.1177/1469787417731176", "accessDate": "2024-01-11T08:47:41Z", "PMID": "", "PMCID": "", "ISSN": "1469-7874", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "en", "libraryCatalog": "SAGE Journals", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2024-01-11T09:59:02Z", "dateModified": "2024-01-11T09:59:02Z" } }, { "key": "VYAUY8KM", "version": 525, "library": { "type": "group", "id": 136857, "name": "Approche documentaire du didactique", "links": { "alternate": { "href": "https://www.zotero.org/groups/approche_documentaire_du_didactique", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/136857/items/VYAUY8KM", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/approche_documentaire_du_didactique/items/VYAUY8KM", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/136857/items/UCJLCZC8", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1650826, "username": "Anita026", "name": "Anita Messaoui", "links": { "alternate": { "href": "https://www.zotero.org/anita026", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "VYAUY8KM", "version": 525, "parentItem": "UCJLCZC8", "itemType": "attachment", "linkMode": "imported_url", "title": "JSTOR Full Text PDF", "accessDate": "2024-01-11T08:54:59Z", "url": "https://www.jstor.org/stable/pdfplus/10.2307/27119215.pdf?acceptTC=true", "note": "", "contentType": "application/pdf", "charset": "", "filename": "Shekhar et al. - 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2017 - Students' Satisfaction on Their Learning Process i.pdf", "md5": "c76588ee3245d3247ece2c9e3772b84d", "mtime": 1704967142000, "tags": [], "relations": {}, "dateAdded": "2024-01-11T09:59:02Z", "dateModified": "2024-01-11T09:59:02Z" } }, { "key": "CWET62ZK", "version": 519, "library": { "type": "group", "id": 136857, "name": "Approche documentaire du didactique", "links": { "alternate": { "href": "https://www.zotero.org/groups/approche_documentaire_du_didactique", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/136857/items/CWET62ZK", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/approche_documentaire_du_didactique/items/CWET62ZK", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/136857/items/HI2TXHD8", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1650826, "username": "Anita026", "name": "Anita Messaoui", "links": { "alternate": { "href": "https://www.zotero.org/anita026", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "CWET62ZK", "version": 519, "parentItem": "HI2TXHD8", "itemType": "attachment", "linkMode": "imported_url", "title": "Full Text PDF", "accessDate": "2024-01-11T08:48:51Z", "url": "https://link.springer.com/content/pdf/10.1007%2Fs10734-014-9742-0.pdf", "note": "", "contentType": "application/pdf", "charset": "", "filename": "Park et Choi - 2014 - Transformation of classroom spaces traditional ve.pdf", "md5": "00ffe44d695b5485ad7f011b127778c3", "mtime": 1704967142000, "tags": [], "relations": {}, "dateAdded": "2024-01-11T09:59:02Z", "dateModified": "2024-01-11T09:59:02Z" } }, { "key": "4TMSNT2A", "version": 517, "library": { "type": "group", "id": 136857, "name": "Approche documentaire du didactique", "links": { "alternate": { "href": "https://www.zotero.org/groups/approche_documentaire_du_didactique", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/136857/items/4TMSNT2A", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/approche_documentaire_du_didactique/items/4TMSNT2A", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1650826, "username": "Anita026", "name": "Anita Messaoui", "links": { "alternate": { "href": "https://www.zotero.org/anita026", "type": "text/html" } } }, "creatorSummary": "Jin and Peng", "parsedDate": "2022", "numChildren": 1 }, "data": { "key": "4TMSNT2A", "version": 517, "itemType": "journalArticle", "title": "Classroom perception in higher education: The impact of spatial factors on student satisfaction in lecture versus active learning classrooms", "creators": [ { "creatorType": "author", "firstName": "Shitao", "lastName": "Jin" }, { "creatorType": "author", "firstName": "Lei", "lastName": "Peng" } ], "abstractNote": "Driven and influenced by learning theory and information technology, the form of the classroom environment in higher education is constantly changing. While traditional lecture classrooms focus on efficient learning modes and economical space layouts, active learning classrooms focus more on active learning psychology and adaptive space perception. Although existing studies have explored the development of educational and technological domains in the classroom, a comparative study of these two classroom environments and students’ learning perceptions has not been conducted. Hence, using a questionnaire, this study collected subjective perception reports from 316 students in traditional lecture classrooms versus active learning classrooms. By analyzing Likert scales of student satisfaction in two classroom environments, the study found the following: learning support dimensions in both classroom environments required improvements; space and furniture perception, physical and decorative environment are critical factors in improving students’ perceptions in the lecture classroom; space perception is the critical factor in enhancing students’ perception in the active learning classroom. These findings can serve as good references and useful insights for future classroom design and optimization to build enriched and inclusive learning environments to help students gain a more positive perception of learning.", "publicationTitle": "Frontiers in Psychology", "publisher": "", "place": "", "date": "2022", "volume": "13", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "https://www.frontiersin.org/articles/10.3389/fpsyg.2022.941285", "accessDate": "2024-01-11T09:51:18Z", "PMID": "", "PMCID": "", "ISSN": "1664-1078", "archive": "", "archiveLocation": "", "shortTitle": "Classroom perception in higher education", "language": "", "libraryCatalog": "Frontiers", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2024-01-11T09:59:02Z", "dateModified": "2024-01-11T09:59:02Z" } }, { "key": "HI2TXHD8", "version": 516, "library": { "type": "group", "id": 136857, "name": "Approche documentaire du didactique", "links": { "alternate": { "href": "https://www.zotero.org/groups/approche_documentaire_du_didactique", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/136857/items/HI2TXHD8", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/approche_documentaire_du_didactique/items/HI2TXHD8", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1650826, "username": "Anita026", "name": "Anita Messaoui", "links": { "alternate": { "href": "https://www.zotero.org/anita026", "type": "text/html" } } }, "creatorSummary": "Park and Choi", "parsedDate": "2014-11-01", "numChildren": 1 }, "data": { "key": "HI2TXHD8", "version": 516, "itemType": "journalArticle", "title": "Transformation of classroom spaces: traditional versus active learning classroom in colleges", "creators": [ { "creatorType": "author", "firstName": "Elisa L.", "lastName": "Park" }, { "creatorType": "author", "firstName": "Bo Keum", "lastName": "Choi" } ], "abstractNote": "Educational environment influences students’ learning attitudes, and the classroom conveys the educational philosophy. The traditional college classroom design is based on the educational space that first appeared in medieval universities. Since then classrooms have not changed except in their size. In an attempt to develop a different perspective of educational environment, a new design of classroom, the active learning classroom (ALC), was established at SoongSil University in Korea. Two questionnaire surveys were conducted for diagnosing the educational effects of students’ learning in the ALC and comparing the results with those obtained regarding the traditional classroom. The result proved the existence of a ‘golden zone’ and a ‘shadow zone’ in the traditional classroom, which discriminate students’ learning experiences depending on seating positions. On the contrary, the ALC did not produce such positional discrimination. Students perceived the ALC environment as more inspirational, especially in regards to active class participation. Students with more emphasis on academic achievement showed greater tendency to share information and to create new ideas in the ALC. However, in the traditional classroom setting, only students with high GPAs were more motivated to learn while the gap in learning attitudes was offset in the ALC setting. In-depth discussions about research findings were undertaken and four suggestions were provided in support of school administrators and relevant institutional personnel, faculty members, and researchers for future utilization of the ALC.", "publicationTitle": "Higher Education", "publisher": "", "place": "", "date": "2014-11-01", "volume": "68", "issue": "5", "section": "", "partNumber": "", "partTitle": "", "pages": "749-771", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "High Educ", "DOI": "10.1007/s10734-014-9742-0", "citationKey": "", "url": "https://doi.org/10.1007/s10734-014-9742-0", "accessDate": "2024-01-11T08:48:49Z", "PMID": "", "PMCID": "", "ISSN": "1573-174X", "archive": "", "archiveLocation": "", "shortTitle": "Transformation of classroom spaces", "language": "en", "libraryCatalog": "Springer Link", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Active learning classroom", "type": 1 }, { "tag": "Classroom design", "type": 1 }, { "tag": "Classroom effect", "type": 1 }, { "tag": "Higher education", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2024-01-11T09:59:02Z", "dateModified": "2024-01-11T09:59:02Z" } }, { "key": "MQLY62V6", "version": 516, "library": { "type": "group", "id": 136857, "name": "Approche documentaire du didactique", "links": { "alternate": { "href": "https://www.zotero.org/groups/approche_documentaire_du_didactique", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/136857/items/MQLY62V6", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/approche_documentaire_du_didactique/items/MQLY62V6", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1650826, "username": "Anita026", "name": "Anita Messaoui", "links": { "alternate": { "href": "https://www.zotero.org/anita026", "type": "text/html" } } }, "creatorSummary": "Chiu et al.", "parsedDate": "2022-01-01", "numChildren": 1 }, "data": { "key": "MQLY62V6", "version": 516, "itemType": "journalArticle", "title": "Disciplinary variations in student perceptions of active learning classrooms", "creators": [ { "creatorType": "author", "firstName": "Pit Ho Patrio", "lastName": "Chiu" }, { "creatorType": "author", "firstName": "Siu Wo Tarloff", "lastName": "Im" }, { "creatorType": "author", "firstName": "Chan Hung", "lastName": "Shek" } ], "abstractNote": "The use of active learning classrooms (ALCs) has attracted considerable attention in higher education research in the past two decades. Researchers have reported the positive effects of ALCs on student learning. However, most of the published studies on the topic have been based on just one or a handful of academic disciplines. In this work, we conducted a large-scale empirical study across different academic disciplines, aiming to uncover whether there was any disciplinary variation in student perceptions about their learning experiences when ALCs were adopted as the key learning environment. During the four-year period of study, more than 30,000 students’ quantitative responses from 550 undergraduate courses across different disciplines were collected. Independent-samples t-test results revealed that when ALCs were used for courses in the sciences, technologies, arts, and humanities, students perceived themselves to have had significantly better experiences in three aspects of learning: the encouragement of innovation and creativity, course design, and support for critical thinking. Students enrolled in courses under the disciplinary area of the study of societies also reported a slight benefit from being taught in ALCs. In contrast, these three aspects of learning were not reported to be enhanced by ALCs among students who were studying business organization courses. Nonetheless, students studying courses across all of the disciplines felt that the course content was less difficult when ALCs were used. The results of this work suggest that student perceptions of their learning experiences and the level of positive effects on ALCs are indeed varied across academic disciplines.", "publicationTitle": "International Journal of Educational Research Open", "publisher": "", "place": "", "date": "2022-01-01", "volume": "3", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "100131", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "International Journal of Educational Research Open", "DOI": "10.1016/j.ijedro.2022.100131", "citationKey": "", "url": "https://www.sciencedirect.com/science/article/pii/S2666374022000103", "accessDate": "2024-01-11T08:52:09Z", "PMID": "", "PMCID": "", "ISSN": "2666-3740", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "ScienceDirect", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Active learning", "type": 1 }, { "tag": "Active learning classroom", "type": 1 }, { "tag": "Learning space", "type": 1 }, { "tag": "Student perception", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2024-01-11T09:59:02Z", "dateModified": "2024-01-11T09:59:02Z" } }, { "key": "P8256DCX", "version": 513, "library": { "type": "group", "id": 136857, "name": "Approche documentaire du didactique", "links": { "alternate": { "href": "https://www.zotero.org/groups/approche_documentaire_du_didactique", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/136857/items/P8256DCX", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/approche_documentaire_du_didactique/items/P8256DCX", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/136857/items/XCP23HRU", "type": "application/json" } }, "meta": { "createdByUser": { "id": 2412081, "username": "Chongyang Wang", "name": "Chongyang Wang", "links": { "alternate": { "href": "https://www.zotero.org/chongyang_wang", "type": "text/html" } } } }, "data": { "key": "P8256DCX", "version": 513, "parentItem": "XCP23HRU", "itemType": "annotation", "annotationType": "highlight", "annotationText": "connaissances professionnelles des professeurs. Ces connaissances peuvent être identifiées dans les différents écrits fournis par le professeur, dans les notes des réunions du groupe, mais plus encore dans les entretiens à chaud après les séances observées.", "annotationComment": "", "annotationColor": "#ffd400", "annotationPageLabel": "13", "annotationSortIndex": "00012|002032|00593", "annotationPosition": "{\"pageIndex\":12,\"rects\":[[284,237.337,439.49,248.411],[156.1,225.837,439.39,236.911],[156.1,214.237,439.39,225.311],[156.1,202.737,439.19,213.811],[156.1,191.137,231,202.211]]}", "tags": [], "relations": {}, "dateAdded": "2023-06-21T14:22:24Z", "dateModified": "2023-06-21T14:22:24Z" } }, { "key": "368QWJAB", "version": 513, "library": { "type": "group", "id": 136857, "name": "Approche documentaire du didactique", "links": { "alternate": { "href": "https://www.zotero.org/groups/approche_documentaire_du_didactique", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/136857/items/368QWJAB", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/approche_documentaire_du_didactique/items/368QWJAB", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/136857/items/XCP23HRU", "type": "application/json" } }, "meta": { "createdByUser": { "id": 2412081, "username": "Chongyang Wang", "name": "Chongyang Wang", "links": { "alternate": { "href": "https://www.zotero.org/chongyang_wang", "type": "text/html" } } } }, "data": { "key": "368QWJAB", "version": 513, "parentItem": "XCP23HRU", "itemType": "annotation", "annotationType": "highlight", "annotationText": "designbased research (Cobb, Confrey, diSessa, Lehrer & Schauble 2003)", "annotationComment": "", "annotationColor": "#ffd400", "annotationPageLabel": "12", "annotationSortIndex": "00011|000887|00339", "annotationPosition": "{\"pageIndex\":11,\"rects\":[[409,491.337,438.43,502.411],[156.1,479.837,436.83,490.911]]}", "tags": [], "relations": {}, "dateAdded": "2023-06-21T14:18:54Z", "dateModified": "2023-06-21T14:18:54Z" } }, { "key": "8IUF5ICM", "version": 513, "library": { "type": "group", "id": 136857, "name": "Approche documentaire du didactique", "links": { "alternate": { "href": "https://www.zotero.org/groups/approche_documentaire_du_didactique", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/136857/items/8IUF5ICM", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/approche_documentaire_du_didactique/items/8IUF5ICM", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/136857/items/XCP23HRU", "type": "application/json" } }, "meta": { "createdByUser": { "id": 2412081, "username": "Chongyang Wang", "name": "Chongyang Wang", "links": { "alternate": { "href": "https://www.zotero.org/chongyang_wang", "type": "text/html" } } } }, "data": { "key": "8IUF5ICM", "version": 513, "parentItem": "XCP23HRU", "itemType": "annotation", "annotationType": "highlight", "annotationText": "le système de ressources constitue la partie ‘ressources’ du système documentaire des professeurs. Il est donc associé à des connaissances professionnelles, susceptibles de jouer un rôle déterminant pour l'intégration d'une ressource nouvelle.", "annotationComment": "", "annotationColor": "#ffd400", "annotationPageLabel": "11", "annotationSortIndex": "00010|000201|00193", "annotationPosition": "{\"pageIndex\":10,\"rects\":[[432.2,637.137,439.43,648.211],[156.1,625.137,439.13,636.211],[156.1,613.137,439.19,624.211],[156.1,601.137,439.43,612.211],[156.1,589.137,322.3,600.211]]}", "tags": [], "relations": {}, "dateAdded": "2023-06-21T14:15:17Z", "dateModified": "2023-06-21T14:15:17Z" } }, { "key": "PIZM5567", "version": 513, "library": { "type": "group", "id": 136857, "name": "Approche documentaire du didactique", "links": { "alternate": { "href": "https://www.zotero.org/groups/approche_documentaire_du_didactique", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/136857/items/PIZM5567", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/approche_documentaire_du_didactique/items/PIZM5567", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/136857/items/XCP23HRU", "type": "application/json" } }, "meta": { "createdByUser": { "id": 2412081, "username": "Chongyang Wang", "name": "Chongyang Wang", "links": { "alternate": { "href": "https://www.zotero.org/chongyang_wang", "type": "text/html" } } } }, "data": { "key": "PIZM5567", "version": 513, "parentItem": "XCP23HRU", "itemType": "annotation", "annotationType": "highlight", "annotationText": "Ruthven (2009) identifie cinq caractéristiques structurantes de la pratique de classe, déterminantes pour l’intégration des technologies : l’environnement de travail, le système de ressources, le format d’activité, l’économie temporelle et le script curriculaire (qui désigne un ensemble de savoirs organisés).", "annotationComment": "", "annotationColor": "#ffd400", "annotationPageLabel": "10", "annotationSortIndex": "00009|001663|00516", "annotationPosition": "{\"pageIndex\":9,\"rects\":[[339.6,314.037,439.13,325.111],[156.1,302.037,439.4,313.111],[156.1,290.037,439.27,301.111],[156.1,278.037,439.43,289.111],[156.1,266.037,439.29,277.111],[156.1,254.037,199.6,265.111]]}", "tags": [], "relations": {}, "dateAdded": "2023-06-21T14:04:04Z", "dateModified": "2023-06-21T14:04:04Z" } }, { "key": "QJEAE4YL", "version": 513, "library": { "type": "group", "id": 136857, "name": "Approche documentaire du didactique", "links": { "alternate": { "href": "https://www.zotero.org/groups/approche_documentaire_du_didactique", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/136857/items/QJEAE4YL", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/approche_documentaire_du_didactique/items/QJEAE4YL", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/136857/items/XCP23HRU", "type": "application/json" } }, "meta": { "createdByUser": { "id": 2412081, "username": "Chongyang Wang", "name": "Chongyang Wang", "links": { "alternate": { "href": "https://www.zotero.org/chongyang_wang", "type": "text/html" } } } }, "data": { "key": "QJEAE4YL", "version": 513, "parentItem": "XCP23HRU", "itemType": "annotation", "annotationType": "highlight", "annotationText": "Nous centrons ici notre propos sur l'étude du travail documentaire du professeur pour des classes de situations du type « concevoir et mettre en œuvre l'enseignement de O », où O désigne une organisation mathématique (Chevallard 2002).", "annotationComment": "", "annotationColor": "#ffd400", "annotationPageLabel": "10", "annotationSortIndex": "00009|000295|00225", "annotationPosition": "{\"pageIndex\":9,\"rects\":[[189.8,605.037,439.27,616.111],[156.1,593.037,439.23,604.111],[156.1,581.037,439.23,592.111],[156.1,569.037,371.1,580.111]]}", "tags": [], "relations": {}, "dateAdded": "2023-06-21T14:00:49Z", "dateModified": "2023-06-21T14:00:49Z" } }, { "key": "DZGXMSTE", "version": 512, "library": { "type": "group", "id": 136857, "name": "Approche documentaire du didactique", "links": { "alternate": { "href": "https://www.zotero.org/groups/approche_documentaire_du_didactique", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/136857/items/DZGXMSTE", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/approche_documentaire_du_didactique/items/DZGXMSTE", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/136857/items/XCP23HRU", "type": "application/json" } }, "meta": { "createdByUser": { "id": 2412081, "username": "Chongyang Wang", "name": "Chongyang Wang", "links": { "alternate": { "href": "https://www.zotero.org/chongyang_wang", "type": "text/html" } } } }, "data": { "key": "DZGXMSTE", "version": 512, "parentItem": "XCP23HRU", "itemType": "annotation", "annotationType": "highlight", "annotationText": "connaissances professionnelles", "annotationComment": "", "annotationColor": "#ff6666", "annotationPageLabel": "8", "annotationSortIndex": "00007|001384|00569", "annotationPosition": "{\"pageIndex\":7,\"rects\":[[249.7,261.837,380.89,272.911]]}", "tags": [], "relations": {}, "dateAdded": "2023-06-21T13:56:03Z", "dateModified": "2023-06-21T13:56:03Z" } }, { "key": "LQFVU37G", "version": 512, "library": { "type": "group", "id": 136857, "name": "Approche documentaire du didactique", "links": { "alternate": { "href": "https://www.zotero.org/groups/approche_documentaire_du_didactique", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/136857/items/LQFVU37G", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/approche_documentaire_du_didactique/items/LQFVU37G", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/136857/items/XCP23HRU", "type": "application/json" } }, "meta": { "createdByUser": { "id": 2412081, "username": "Chongyang Wang", "name": "Chongyang Wang", "links": { "alternate": { "href": "https://www.zotero.org/chongyang_wang", "type": "text/html" } } } }, "data": { "key": "LQFVU37G", "version": 512, "parentItem": "XCP23HRU", "itemType": "annotation", "annotationType": "highlight", "annotationText": "Vergnaud (1996) : un schème est une organisation invariante de l’activité, qui comporte notamment des règles d’action, et est structurée par des invariants opératoires qui se forgent au cours de, et qui pilotent, cette activité, dans différents contextes rencontrés pour la même classe de situations", "annotationComment": "", "annotationColor": "#ffd400", "annotationPageLabel": "8", "annotationSortIndex": "00007|000631|00413", "annotationPosition": "{\"pageIndex\":7,\"rects\":[[211.6,417.837,439.3,428.911],[156.1,405.837,439.4,416.911],[156.1,393.837,439.19,404.911],[156.1,381.837,439.29,392.911],[156.1,369.837,292.29,380.911]]}", "tags": [], "relations": {}, "dateAdded": "2023-06-21T13:55:26Z", "dateModified": "2023-06-21T13:55:26Z" } }, { "key": "68KMW7SX", "version": 512, "library": { "type": "group", "id": 136857, "name": "Approche documentaire du didactique", "links": { "alternate": { "href": "https://www.zotero.org/groups/approche_documentaire_du_didactique", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/136857/items/68KMW7SX", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/approche_documentaire_du_didactique/items/68KMW7SX", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/136857/items/XCP23HRU", "type": "application/json" } }, "meta": { "createdByUser": { "id": 2412081, "username": "Chongyang Wang", "name": "Chongyang Wang", "links": { "alternate": { "href": "https://www.zotero.org/chongyang_wang", "type": "text/html" } } } }, "data": { "key": "68KMW7SX", "version": 512, "parentItem": "XCP23HRU", "itemType": "annotation", "annotationType": "highlight", "annotationText": "Ainsi la notion de document ici s’écarte du sens introduit par Margolinas et Wozniak (2009) mentionné ci-dessus : un document n’est pas un objet matériel.", "annotationComment": "", "annotationColor": "#ffd400", "annotationPageLabel": "8", "annotationSortIndex": "00007|000436|00362", "annotationPosition": "{\"pageIndex\":7,\"rects\":[[234.8,468.837,439.19,479.911],[156.1,456.837,439.4,467.911],[156.1,444.837,306,455.911]]}", "tags": [], "relations": {}, "dateAdded": "2023-06-21T13:54:21Z", "dateModified": "2023-06-21T13:54:21Z" } }, { "key": "FJN46XLP", "version": 512, "library": { "type": "group", "id": 136857, "name": "Approche documentaire du didactique", "links": { "alternate": { "href": "https://www.zotero.org/groups/approche_documentaire_du_didactique", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/136857/items/FJN46XLP", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/approche_documentaire_du_didactique/items/FJN46XLP", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/136857/items/XCP23HRU", "type": "application/json" } }, "meta": { "createdByUser": { "id": 2412081, "username": "Chongyang Wang", "name": "Chongyang Wang", "links": { "alternate": { "href": "https://www.zotero.org/chongyang_wang", "type": "text/html" } } } }, "data": { "key": "FJN46XLP", "version": 512, "parentItem": "XCP23HRU", "itemType": "annotation", "annotationType": "highlight", "annotationText": "Adler (2000, 2010) considère qu’en plus des ressources matérielles, les interventions des élèves, le temps, le langage, et les connaissances mêmes de professeurs sont susceptibles de se constituer en ressources.", "annotationComment": "", "annotationColor": "#ffd400", "annotationPageLabel": "7", "annotationSortIndex": "00006|000223|00189", "annotationPosition": "{\"pageIndex\":6,\"rects\":[[416.6,641.537,439.33,652.611],[156.1,629.937,439.49,641.011],[156.1,618.437,439.39,629.511],[156.1,606.837,439,617.911]]}", "tags": [], "relations": {}, "dateAdded": "2023-06-21T13:51:48Z", "dateModified": "2023-06-21T13:51:48Z" } }, { "key": "6UUMLQFA", "version": 512, "library": { "type": "group", "id": 136857, "name": "Approche documentaire du didactique", "links": { "alternate": { "href": "https://www.zotero.org/groups/approche_documentaire_du_didactique", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/136857/items/6UUMLQFA", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/approche_documentaire_du_didactique/items/6UUMLQFA", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/136857/items/XCP23HRU", "type": "application/json" } }, "meta": { "createdByUser": { "id": 2412081, "username": "Chongyang Wang", "name": "Chongyang Wang", "links": { "alternate": { 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