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Active Learning: A Matter of Risk…Calculation

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dc.contributor.author Normand, Louis
dc.date.accessioned 2019-11-20T18:51:37Z
dc.date.available 2019-11-20T18:51:37Z
dc.date.issued 2017
dc.identifier.issn 0835-8974 fr
dc.identifier.uri https://eduq.info/xmlui/handle/11515/37774
dc.description Comprend des références bibliographiques fr
dc.description.abstract Increasingly encountered in college-level classes, active learning has been tested for many years in the context of higher education in the United States. The terms active learning and active teaching are defined in opposition to so-called "passive" or "traditional" teaching strategies like formal teaching. Active learning is often confused with the flipped classroom, problem-based learning, project-based learning, or discovery-based teaching methods. Active learning is actually broader in scope: it refers to a wide variety of teaching methods with the common goal of engaging students in a task and making them think about what they are doing.This article will explain how active teaching methods are proving particularly effective, and will shed light on the associated challenges and calculated risks to take to successfully introduce this process into the classroom. Several suggestions for activities and techniques in line with active teaching will also be presented, both for traditional and socio-technological environments. fr
dc.format.extent 1 fichier PDF fr
dc.format.medium Ressource électronique fr
dc.language.iso eng fr
dc.publisher Association québécoise de pédagogie collégiale (AQPC) fr
dc.relation.ispartof Pédagogie collégiale vol.31, n°1, fall 2017 fr
dc.subject Méthode active fr
dc.subject Stratégie d'enseignement fr
dc.subject Activité d'apprentissage fr
dc.subject Enseignement collégial fr
dc.title Active Learning: A Matter of Risk…Calculation fr
dc.type Article de périodique fr


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