Résumés
Abstract
This scoping review explores flipped classroom (FC) instructional design strategies in postsecondary vocational education, specifically focusing on how they influence student engagement. As institutions increasingly adopt blended learning to address the evolving needs of adult learners, the FC model offers one approach by shifting foundational content delivery to pre‑class online activities and reserving in‑person sessions for interactive tasks that foster deeper engagement and active learning. Guided by Arksey and O'Malley’s (2005) scoping review framework, this review analyzed 18 peer‑reviewed sources published between April 2018 and February 2025. Findings reveal that effective FCs intentionally align online and in‑person components, using pre‑class materials to build foundational knowledge and in‑class activities to support higher‑order thinking. Engagement is most often conceptualized behaviourally and fostered through purposefully designed pre‑class content, in‑class collaboration, and ongoing instructor support. The review also identifies challenges such as students’ inconsistent pre‑class preparation and instructors’ need for pedagogical and technical skills. Gaps in the literature highlight limited research on assessment design and longitudinal FC implementation. This review highlights the need for ongoing research into targeted engagement strategies and offers practical guidance for educators and instructional designers aiming to bridge the gap between theory and practice in vocational FC contexts.
Keywords:
- active learning,
- flipped classroom,
- instructional strategies,
- student engagement,
- vocational postsecondary education
Résumé
Cette étude de portée explore les stratégies pédagogiques des classes inversées (CI) dans la formation professionnelle postsecondaire en se concentrant plus particulièrement sur leur influence sur l'engagement des personnes étudiantes. Alors que les établissements adoptent de plus en plus l'apprentissage hybride pour répondre aux besoins évolutifs des personnes apprenantes adultes, le modèle CI propose une approche consistant à transférer la transmission des contenus fondamentaux lors des activités en ligne préalables aux cours et à consacrer les séances en présentiel à des tâches interactives et pratiques qui renforcent l'engagement et favorisent l'apprentissage actif. S'appuyant sur le cadre de référence d'Arksey et O'Malley (2005), cette étude de portée a analysé 18 sources évaluées par des pairs publiées entre avril 2018 et février 2025. Les résultats révèlent que les CI efficaces alignent intentionnellement les composantes en ligne et en présentiel, en utilisant les activités préalables aux séances de cours pour développer les connaissances fondamentales et les activités en classe pour soutenir une réflexion de haut niveau. L'engagement est le plus souvent conceptualisé de manière comportementale et favorisé par des activités préalables aux séances de cours conçues spécifiquement à cet effet, par la collaboration en classe et par le soutien continu des personnes enseignantes. Cette étude identifie également des défis tels que le manque de constance concernant la préparation des personnes étudiantes avant les séances de cours et le besoin de compétences pédagogiques et techniques des personnes enseignantes. Les lacunes dans la littérature incluent des recherches limitées sur la conception des évaluations et la mise en oeuvre à long terme de la CI. Cette étude souligne le besoin de poursuivre les recherches sur les stratégies d'engagement ciblées et offre des conseils pratiques aux personnes enseignantes et conceptrices pédagogiques qui souhaitent combler l’écart entre la théorie et la pratique dans les CI en contexte de formation professionnelle.
Mots-clés :
- apprentissage actif,
- classe inversée,
- stratégies pédagogiques,
- engagement des personnes étudiantes,
- formation professionnelle postsecondaire
Parties annexes
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