{"id":435,"date":"2024-12-18T13:23:36","date_gmt":"2024-12-18T18:23:36","guid":{"rendered":"https:\/\/elios.csfoy.ca\/formation-hybride\/?page_id=435"},"modified":"2025-02-20T15:13:39","modified_gmt":"2025-02-20T20:13:39","slug":"references-sur-lengagement","status":"publish","type":"page","link":"https:\/\/elios.csfoy.ca\/formation-hybride\/references-sur-lengagement\/","title":{"rendered":"R\u00e9f\u00e9rences sur l’engagement"},"content":{"rendered":"\t\t
\n\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t

R\u00e9f\u00e9rences sur l'engagement<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
\n\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t
Baker, S., Gunn Watkinson, M., Honeyman, F., Mowll, J. et Tyulkina, S. (2024, 31 mai). Rethinking student engagement for \u2018hyflex\u2019 teaching and learning in post-compulsory settings: acknowledging flexibility and agency needed for unplanned events.<\/span>\u00a0<\/span>International Journal of Lifelong Education<\/em>,<\/span>\u00a0<\/span>43<\/i>(4), 432-447. <\/span>https:\/\/doi.org\/10.1080\/02601370.2024.2359595<\/a>\u00a0<\/span><\/div>
\u00a0<\/div>
Bois, C. (2023). Bois_VF<\/i>. Genially. https:\/\/view.genially.com\/65aec96f9847a1001409d74f\/interactive-content-boisvf<\/a><\/div>
\u00a0<\/div>
Chemsi, G., Naciri, A., Sadiq, M. et Radid, M. (2024). Exploring student motivation in a hybrid learning environment: A descriptive study of moroccan students. In<\/span>\u00a0<\/span>Teaching and Assessment in the Era of Education 5.0<\/em>,\u00a0194\u2011203. IGI Global.<\/span>\u00a0<\/span>https:\/\/doi.org\/10.4018\/979-8-3693-3045-6.ch011<\/a>\u00a0<\/span><\/div>
\u00a0<\/div>
Dufour, J.-D. et Tessier, H. (2012). Questions et consignes de travaux, mati\u00e8re \u00e0 d\u00e9veloppement.\u00a0<\/span>P\u00e9dagogie coll\u00e9giale<\/em>,\u00a0<\/span>25<\/em>(3), 14\u201119. <\/span>https:\/\/mobile.eduq.info\/xmlui\/handle\/11515\/21856?show=full<\/a><\/div>
\u00a0<\/div>
Dussarps, C. (2015). L\u2019abandon en formation \u00e0 distance. Distances et m\u00e9diations des savoirs. Distance and Mediation of Knowledge<\/i>, 3<\/i>(10), article 10. https:\/\/doi.org\/10.4000\/dms.1039<\/a><\/div>
\u00a0<\/div>
Fredricks, J. A., Blumenfeld, P. C. et Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence.\u00a0Review of Educational Research<\/em>,\u00a074<\/em>(1), 59\u2011109.\u00a0https:\/\/www.researchgate.net\/publication\/249797781_School_Engagement_Potential_of_the_Concept_State_of_the_Evidence<\/a><\/div>
\u00a0<\/div>

Heilporn, G. (2021).\u00a0Strat\u00e9gies favorisant l\u2019engagement des \u00e9tudiants dans des modalit\u00e9s de cours hybrides en enseignement sup\u00e9rieur<\/em>\u00a0[th\u00e8se de doctorat, Universit\u00e9 de Sherbrooke]. Savoirs UdeS.\u00a0https:\/\/savoirs.usherbrooke.ca\/handle\/11143\/18359<\/a><\/p>

Heilporn, G., Lakhal, S. et B\u00e9lisle, M. (2021).\u00a0Heilporn_VF<\/em>. Genially.\u00a0https:\/\/view.genially.com\/661fbaf5af56480014b7b651\/interactive-content-heilpornvf<\/a><\/p><\/div>

Heilporn, G., Lakhal, S. et B\u00e9lisle, M. (2021, hiver). <\/span>Des strat\u00e9gies pour favoriser l\u2019engagement des \u00e9tudiants dans des cours hybrides. P\u00e9dagogie coll\u00e9giale<\/em>, 34<\/em>(2), 4-12.\u00a0<\/span>https:\/\/mobile.eduq.info\/xmlui\/bitstream\/handle\/11515\/38112\/heilporn-et-al-34-2-21.pdf?sequence=2&isAllowed=y<\/span><\/a><\/div>
\u00a0<\/div>
Heilporn, G., Lakhal, S., B\u00e9lisle, M. et St-Onge, C. (2021). Engagement des \u00e9tudiants\u202f: une \u00e9chelle de mesure multidimensionnelle appliqu\u00e9e \u00e0 des modalit\u00e9s de cours hybrides universitaires. <\/span>Mesure et \u00e9valuation en \u00e9ducation<\/i>, <\/span>43<\/i>(2), 1\u201134. https:\/\/doi.org\/10.7202\/1081043ar<\/a><\/span><\/div>
\u00a0<\/div>
Jeffrey, L., Milne, J., Suddaby, G. et Higgins, A. (2014). Blended learning\u202f: How teachers balance the blend of online and classroom components.<\/span>\u00a0<\/span>Journal of Information Technology Education: Research<\/em>,<\/span>\u00a0<\/span>13<\/em>, 121\u2011140.<\/span>\u00a0<\/span>https:\/\/doi.org\/10.28945\/1968<\/a>\u00a0<\/span><\/div>
\u00a0<\/div>
Lakhal, S. (2019).\u00a0<\/span>Les d\u00e9terminants technologiques de la pers\u00e9v\u00e9rance des \u00e9tudiants dans les cours \u00e0 distance de niveau coll\u00e9gial\u202f: les modalit\u00e9s de cours jouent-elles un r\u00f4le? Technological determinants of student persistence in college distance education courses: Do course delivery modes play a role?<\/span>\u00a0<\/span>La Revue canadienne de l’apprentissage et de la technologie<\/i>.<\/span>\u00a0Canadian Journal of Learning and Technology<\/i>,<\/span>\u00a0<\/em>45<\/em>(2)<\/span>.\u00a0https:\/\/doi.org\/10.21432\/cjlt27813<\/a><\/span><\/div>
\u00a0<\/div>
Leblanc, C. et Guillemette, F. (2014). Consignes claires : travail r\u00e9ussi! P\u00e9dagogie universitaire<\/i>, Le Tableau<\/i>, 3<\/i>(2). https:\/\/pedagogie.uquebec.ca\/sites\/default\/files\/documents\/numeros-tableau\/tableau_vol3_n2-2014.pdf<\/a><\/div>
\u00a0<\/div>
McGarry, B. J., Theobald, K., Lewis, P. A. et Coyer, F. (2015). Flexible learning design in curriculum delivery promotes student engagement and develops metacognitive learners: An integrated review. Nurse Education Today<\/i>, 35<\/i>(9), 966\u2011973. https:\/\/doi.org\/10.1016\/j.nedt.2015.06.009<\/a><\/div>
\u00a0<\/div>

Parr, M. (2019). Pour apprivoiser la distance\u202f: guide de formation et de soutien aux acteurs de la formation \u00e0 distance.\u00a0Le R\u00e9seau d’enseignement francophone \u00e0 distance<\/i>.\u00a0https:\/\/www.refad.ca\/wp-content\/uploads\/2019\/05\/Pour_apprivoiser_la_distance__-_Guide_de_formation_et_de_soutien_aux_acteurs_de_la_FAD.pdf<\/a>\u00a0<\/i><\/p><\/div>

VanBeselaere, C., & Roberts, T. (2024). Student engagement across course teaching modalities. <\/span>The Canadian Journal for the Scholarship of Teaching and Learning<\/i>, <\/span>15<\/i>(1). <\/span>https:\/\/doi.org\/10.5206\/cjsotlrcacea.2024.1.15059<\/a><\/div>
\u00a0<\/span><\/div>
Viau, R. (2000). <\/span>Des conditions \u00e0 respecter pour susciter la motivation des \u00e9l\u00e8ves. Correspondance<\/em>, 5<\/em>(3).\u00a0<\/span>https:\/\/correspo.ccdmd.qc.ca\/wp-content\/uploads\/2018\/10\/correspondance-connaitre-les-regles-grammaticales-necessaire-mais-insuffisant-des-conditions-a-respecter-pour-susciter-la-motivation-des-eleves-.pdf<\/span><\/a><\/div><\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

R\u00e9f\u00e9rences sur l’engagement Baker, S., Gunn Watkinson, M., Honeyman, F., Mowll, J. et Tyulkina, S. (2024, 31 mai). Rethinking student engagement for \u2018hyflex\u2019 teaching and learning in post-compulsory settings: acknowledging flexibility and agency needed for unplanned events.\u00a0International Journal of Lifelong Education,\u00a043(4), 432-447. https:\/\/doi.org\/10.1080\/02601370.2024.2359595\u00a0\u00a0Bois, C. (2023). Bois_VF. Genially. https:\/\/view.genially.com\/65aec96f9847a1001409d74f\/interactive-content-boisvf\u00a0Chemsi, G., Naciri, A., Sadiq, M. et Radid,…<\/p>\n","protected":false},"author":27,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"class_list":["post-435","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/elios.csfoy.ca\/formation-hybride\/wp-json\/wp\/v2\/pages\/435","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/elios.csfoy.ca\/formation-hybride\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/elios.csfoy.ca\/formation-hybride\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/elios.csfoy.ca\/formation-hybride\/wp-json\/wp\/v2\/users\/27"}],"replies":[{"embeddable":true,"href":"https:\/\/elios.csfoy.ca\/formation-hybride\/wp-json\/wp\/v2\/comments?post=435"}],"version-history":[{"count":101,"href":"https:\/\/elios.csfoy.ca\/formation-hybride\/wp-json\/wp\/v2\/pages\/435\/revisions"}],"predecessor-version":[{"id":2443,"href":"https:\/\/elios.csfoy.ca\/formation-hybride\/wp-json\/wp\/v2\/pages\/435\/revisions\/2443"}],"wp:attachment":[{"href":"https:\/\/elios.csfoy.ca\/formation-hybride\/wp-json\/wp\/v2\/media?parent=435"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}