Abstracts
Résumé
La crise sanitaire engendre des transformations pédagogiques. L’intégration du numérique dans les formations de l’enseignement supérieur s’impose massivement. Cette étude a pour objectif de vérifier l’efficacité d’un dispositif hybride et de mettre en évidence les variables prédictives des performances d’étudiants en soins infirmiers. Une analyse de régression linéaire multiple illustre l’influence de la participation en ligne des étudiants ainsi que des buts de performance-approche et de maîtrise-évitement sur leurs performances. La participation aux activités proposées en ligne constitue un véritable point de vigilance pour concevoir les dispositifs hybrides. Ces résultats sont discutés et certains éléments pourraient constituer le point de départ de recherches complémentaires sur les buts d’accomplissement au sein des dispositifs hybrides.
Mots-clés :
- Enseignement hybride,
- concept de soi scolaire,
- buts d’accomplissement,
- pratiques numériques,
- engagement dans l’apprentissage,
- formation en soins infirmiers
Abstract
The health crisis will bring about pedagogical transformations. Higher education training courses integrating ICTs will become massively necessary. The aim of this study is to verify the effectiveness of a blended course (alternating online and face-to-face formats) and to highlight predictive variables of nursing students’ performance. A multiple linear regression analysis shows the influence of students’ online participation as well as performance-approach and mastery-avoidance goals on their performance. Participation in online activities is a key consideration when designing blended courses. These results are discussed and some elements could be a starting point for publications on achievement goals within blended‑learning.
Keywords:
- Blended learning,
- academic self-concept,
- achievement goals,
- digital practices,
- learning engagement,
- ICTE,
- nursing education
Appendices
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