Retombées perçues de personnes étudiantes et enseignantes à propos de l’utilisation des classes d’apprentissage actif (CLAAC) sur l’engagement affectif des personnes étudiantes universitaires en sciences de l’éducation

Abstract

The objective of this paper is to present the results of a multicase study students’ and teachers’ perceptions of the impact of an active learning classroom on their level of affective commitment. Individual interviews were conducted with six teachers and, for each teacher, one class was observed. This was followed by group interviews with the students. Thematic analysis was carried out using the three-dimensional model of engagement of Fredricks et al. (2004). A mixed coding approach was used while leaving room for emerging codes (Gendron & Brunelle, 2010). Results show a range of perceived effects on the students’ affective commitment, and these are associated with the students’ sense of ownership of the new learning environment, their social interactions and their exposure to peers and teachers.