Thanks to the combination of face‑to‑face and online learning which involve the use of Information and Communication Technology (ICT), blended learning has become a popular approach to support learning in higher education. The main purpose of this study is to identify the teaching and instructional design approaches adopted by lecturers within blended learning environments, and to analyse their effects on students’ self‑directed learning. The sample involves 18 lecturers and their undergraduate students (n= 294) undertaking a blended course in one French university. This research utilised a mixed method approach for data collection, including questionnaires and observations. Firstly, lecturers were invited to declare their teaching approaches and the configuration of their blended learning environments by completing two online questionnaires. Secondly, both face‑to‑face and online observations were conducted with the lecturers to identify the specificity of their instructional design activities. A pre‑post questionnaire was also used to measure students’ self‑directed learning level. Data collection took place over a period of 6 months during the academic year 2017‑2018. The results show that lecturers who adopt student‑centred teaching approaches are not necessarily designing their blended learning courses as a student‑centred learning environment. Also, the results reveal that students' self‑directed learning is significantly developed only in three out of seven student‑centred blended learning courses. Additionally, the results show that lecturers of the students who improved their self‑directed level provided online peer review and online forum discussion activities. The findings indicate that further research is needed both to validate the direct relationship between these kinds of pedagogical activities and the self‑directed learning, and to determine how blended learning environments can better support collaboration and interaction.

This study is aimed to reveal the improvement in the competency of productive teachers of both state and private vocational high schools in Sleman Regency after participating in a self-development program in terms of psychological maturity and socio-cultural aspects. This study was carried out in two state vocational high schools SMKN 1 Sedayu and SMKN 1 Seyegan, and one private vocational high school SMK Muhammadiyah Pakem. It was a qualitative study in nature using interview and documentation as the means of collecting the data. Fifteen productive teachers of the three vocational high schools with expertise in Building Engineering Drawing (BED) were purposively selected to be the research subjects. The obtained data in the form of interview tapescripts, photos, and documents were triangulated to ensure data validity. The data were then analyzed systematically through three main stages including open coding, axial coding, and selective coding. The results show that through self-development, the BED productive teachers in state vocational high schools can improve their pedagogical and professional competencies. In addition, this program also develops their knowledge and skills in the areas of curriculum, expertise, technology, as well as teaching strategies and methods. Even so, in the case of BED productive teachers in private vocational high schools, this self-development program does not significantly improve their competencies.

The competency-based learning approach is known as one of the best approaches to support the development of competencies related to the exercise of a profession. However, students' lack of experience with online learning leads us to reconsider its feasibility and effectiveness. This paper aims to understand how the adoption of the competency-based learning approach for an "emergency course" administered during the Covid 19 pandemic could support students' competencies. Students (N = 54) filled out self-report on various dimensions underlying their learning experience and the competencies targeted by the course. A qualitative research approach supported by the Similarity analysis and the Descending Hierarchical Classification was adopted to study the data collected. This contribution pointed out students' preference for synchronous over asynchronous learning and the effects of the reflexive breaks on competency-based learning.

Cet article traite des postures des enseignants et du ressenti des étudiants en réorientation, dans le cadre d’une formation hybride visant à développer leur autonomie. Les auteurs qui se sont intéressés aux postures d’accompagnement des enseignants en situations traditionnelles et à leurs effets sur l’autonomie des étudiants indiquent qu’une posture directive permet certes de guider les étudiants mais ne favorise pas leur autonomie, à moins d’être moins directif à certains moments. Des observations directes et des entretiens avec les enseignants concernés ont été réalisés, complétés par un questionnaire diffusé auprès des étudiants.Dans le cas de cette formation hybride, il ressort surtout que la posture d’accompagnement dominante est directive et que les apprenants ressentent l’intérêt de cette posture pour le développement de leur autonomie. Ce résultat, différent de ce qui s’observe dans les formations traditionnelles, soulève la question encore peu étudiée des effets différenciés des postures d’accompagnement, selon que les formations sont présentielles ou partiellement à distance.