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Master Thesis

En quoi la mise en place de la classe inversée, par le biais des TICE, permet de développer le côté participatif et de dédramatiser la prise de parole à l’oral chez les élèves ?

Abstract : This research was focused on the pedagogical tool “flipped-classroom”, where students have access to a document before studying it in class through an online resource website given by their teacher. This research tried to see if the use of the flipped-classroom method helped students’ oral participation in class and help them rationalise this participation and make it easier for them to engage in class. We have seen that in some ways, having access to a document previous to the class does help and increase students’ participation, however there are other factors that influence this participation and further studies and research is necessary in order to see if the flipped-classroom method does have a direct influence on students’ oral participation in languages classes. Some other factors such as nature of the document (subject wise and type wise) as well as the geographical and social origins of the students might also come into play when using the flipped-classroom method and further research is therefore necessary.
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Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-02512090
Contributor : Bibliothèque Inspé Académie Nantes <>
Submitted on : Monday, June 29, 2020 - 2:37:01 PM
Last modification on : Monday, October 19, 2020 - 3:15:16 AM

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  • HAL Id : dumas-02512090, version 1

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Laure-Anne Vivet. En quoi la mise en place de la classe inversée, par le biais des TICE, permet de développer le côté participatif et de dédramatiser la prise de parole à l’oral chez les élèves ?. Education. 2019. ⟨dumas-02512090⟩

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