Espaces d’apprentissage innovants : pratiques pédagogiques effectives et usages de l’environnement physique-matériel

Abstract

The escalating emergence of innovative learning spaces (ILS) in universities raises questions about how these spaces are actually used. This study presents the results of analyses of teaching practices and use of the potential offered by the physical/material environment. Twenty-six class sessions were observed, providing 2,942 minutes of video recording, and teachers were interviewed. In terms of frequency of occurrence and time spent, the frequency, temporal and sequential analyses carried out show that situations involving practical student activity predominate. The collaborative, student-centered and varied nature of the activities is clear. Use of the flexibility-modularity potential in relation to learning activities was observed to be strategic and adapted. However, the technological potential remains under-exploited and less likely to be perceived as relevant by teachers. The study also presents the main advantages and limitations of ILS from the teachers’ point of view.