부산대학교 도서관

Widespread access to information has facilitated the development of new ways of training relying on digital supports that question the ways knowledge is built. The analysis of the "flipped classroom" technique focuses here on the provision of digital information and its appropriation in the process of knowledge construction. This analysis is based on a theoretical choice highlighting the triptych information, knowledge, knowing, which helps situating mediation at work at the interface of the three poles. From an empirical point of view, we collected data through an experimental method consisting in two courses in information and communication sciences. The analysis of the results highlights the appropriation achieved by the trainees in these courses. The accompanying modes of learning are thus closer to a form of mediation that digital is termed. The types of guidance provided to the learners can be likened to a form of mediation which one describes as digital.