Enseigner à l'université avec le numérique

Impact des usages numériques préexistants des enseignants du supérieur face à l’impératif de l’enseignement à distance en période de confinement

“…Ce phénomène converge vers des travaux récents qui ont mis en évidence le fait que l'incitation institutionnelle, par l'introduction de services numériques à l'université, engendre des pratiques nouvelles susceptibles de faire évoluer l'existant (Poteaux, 2017). Ce premier critère conforte ainsi l'adoption d'outils déjà majoritaires mis à leur disposition par les GAFAM.…”

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“…The development of innovative teaching approaches in France is promoted in a top-down manner, either at a local level by the institutions themselves, at a national level by programs like the French Ministry of Higher Education's Initiatives d'Excellence, or at the European level through various initiatives like Erasmus+ (e.g., in marine sciences, the project DigitalMarine). By these means, several groups of pioneer teachers have and continue to experiment with and share ideas for more active and studentcentered practices in French universities (Berthiaume and Rege-Colet-Johnson, 2013;Poteaux, 2017). Among the pedagogical methods that are put into practice and are supported by these teachers, the establishment of flipped classrooms has received specific attention.…”

“…The dynamic aspect of this framework means that not only are teachers' chosen pedagogical practices directly affected by their beliefs (Woods, 1996;Kalaja and Barcelos, 2003;Song and Looi, 2012), but these practices can in turn shape teachers' beliefs over time (Borg, 2009;Borg and Al-Busaidi, 2012). In recent years, a growing body of research has explored university teacher beliefs with regard to teaching and learning, and in particular with regard to using technology in their teaching (Song and Looi, 2012;Kim et al, 2013;Scott, 2016;Jääskelä et al, 2017;Poteaux, 2017;Trémion, 2019;Guillén-Gámez and Mayorga-Fernández, 2020), progressively uncovering complex cognitions that appear firmly anchored to personal experiences and professional context as well as beliefs and attitudes. Furthermore, when it comes to choosing to implementing active learning practices in the classroom, recent studies have shown that certain obstacles and opportunities can come into play.…”

“…Furthermore, while there is substantial literature on teachers' beliefs and pedagogical choices at different educational levels and in various disciplines (Hua, 2009;Markic and Eilks, 2012;Song and Looi, 2012;Díaz Larenas et al, 2013;Kim et al, 2013;Nishimuro and Borg, 2013;Scott, 2016;Jääskelä et al, 2017;Ramnarain and Hlatswayo, 2018;Lee, 2019;Ferguson, 2020), in France there are significantly fewer studies that focus on university teachers' cognition and educational practices (Béchard, 2001). More recently, studies have emerged that examine university teachers' beliefs and knowledge regarding technology (Poteaux, 2017) and using technology to flip the classroom (Trémion, 2019). However, in general, questions about French university teaching and university teachers' thoughts, beliefs, and knowledge regarding teaching and learning remain largely unanswered.…”

Presentation1.PPTX

“…The development of innovative teaching approaches in France is promoted in a top-down manner, either at a local level by the institutions themselves, at a national level by programs like the French Ministry of Higher Education's Initiatives d'Excellence, or at the European level through various initiatives like Erasmus+ (e.g., in marine sciences, the project DigitalMarine). By these means, several groups of pioneer teachers have and continue to experiment with and share ideas for more active and studentcentered practices in French universities (Berthiaume and Rege-Colet-Johnson, 2013;Poteaux, 2017). Among the pedagogical methods that are put into practice and are supported by these teachers, the establishment of flipped classrooms has received specific attention.…”