Entre présence et distance sous contrainte, quelle perception par les étudiants des ressources pédagogiques ?

Our present research investigates the uses and students’ perception of the effectiveness of educational material made available by French higher education teachers during the period of pedagogical continuity of spring 2020 to respond to the difficulties encountered in a heterogeneous manner by the s...

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Autores principales:	Sophie Kennel, Stéphane Guillon, Jérémy Picot
Formato:	article
Lenguaje:	FR
Publicado:	Centre National d'Enseignement à Distance 2021
Materias:	digital educational resources higher education pedagogical continuity perceived usefulness learning process Education L
Acceso en línea:	https://doaj.org/article/198c27e4acb34fee94b79f9a3f5cddd3
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id	oai:doaj.org-article:198c27e4acb34fee94b79f9a3f5cddd3
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spelling	oai:doaj.org-article:198c27e4acb34fee94b79f9a3f5cddd32021-12-02T09:54:06ZEntre présence et distance sous contrainte, quelle perception par les étudiants des ressources pédagogiques ?2264-722810.4000/dms.6547https://doaj.org/article/198c27e4acb34fee94b79f9a3f5cddd32021-10-01T00:00:00Zhttp://journals.openedition.org/dms/6547https://doaj.org/toc/2264-7228Our present research investigates the uses and students’ perception of the effectiveness of educational material made available by French higher education teachers during the period of pedagogical continuity of spring 2020 to respond to the difficulties encountered in a heterogeneous manner by the student group. After having drawn up a state of the publications of research and current dynamics, we present a survey conducted among students from the University of Strasbourg, from which 3,662 responses were extracted. The purpose was to identify the types of difficulties and the contribution of the resources offered to the learners as well as the effectiveness perceived by the beneficiaries. Our results show the favourable but differentiated effect of the entire pedagogical continuity system to partially overcome the difficulties mentioned by the students who consider the resources beneficial but would have liked a stronger and more explicit educational relationship. This perception is less marked by the disciplinary matrix than by the level of studies. The comparison of our results with previous existing work calls for an integrated approach accompanied by the educational resource in the educational engineering process.Sophie KennelStéphane GuillonJérémy PicotCentre National d'Enseignement à Distancearticledigital educational resourceshigher educationpedagogical continuityperceived usefulnesslearning processEducationLFRDistances et Médiations des Savoirs, Vol 35 (2021)
institution	DOAJ
collection	DOAJ
language	FR
topic	digital educational resources higher education pedagogical continuity perceived usefulness learning process Education L
spellingShingle	digital educational resources higher education pedagogical continuity perceived usefulness learning process Education L Sophie Kennel Stéphane Guillon Jérémy Picot Entre présence et distance sous contrainte, quelle perception par les étudiants des ressources pédagogiques ?
description	Our present research investigates the uses and students’ perception of the effectiveness of educational material made available by French higher education teachers during the period of pedagogical continuity of spring 2020 to respond to the difficulties encountered in a heterogeneous manner by the student group. After having drawn up a state of the publications of research and current dynamics, we present a survey conducted among students from the University of Strasbourg, from which 3,662 responses were extracted. The purpose was to identify the types of difficulties and the contribution of the resources offered to the learners as well as the effectiveness perceived by the beneficiaries. Our results show the favourable but differentiated effect of the entire pedagogical continuity system to partially overcome the difficulties mentioned by the students who consider the resources beneficial but would have liked a stronger and more explicit educational relationship. This perception is less marked by the disciplinary matrix than by the level of studies. The comparison of our results with previous existing work calls for an integrated approach accompanied by the educational resource in the educational engineering process.
format	article
author	Sophie Kennel Stéphane Guillon Jérémy Picot
author_facet	Sophie Kennel Stéphane Guillon Jérémy Picot
author_sort	Sophie Kennel
title	Entre présence et distance sous contrainte, quelle perception par les étudiants des ressources pédagogiques ?
title_short	Entre présence et distance sous contrainte, quelle perception par les étudiants des ressources pédagogiques ?
title_full	Entre présence et distance sous contrainte, quelle perception par les étudiants des ressources pédagogiques ?
title_fullStr	Entre présence et distance sous contrainte, quelle perception par les étudiants des ressources pédagogiques ?
title_full_unstemmed	Entre présence et distance sous contrainte, quelle perception par les étudiants des ressources pédagogiques ?
title_sort	entre présence et distance sous contrainte, quelle perception par les étudiants des ressources pédagogiques ?
publisher	Centre National d'Enseignement à Distance
publishDate	2021
url	https://doaj.org/article/198c27e4acb34fee94b79f9a3f5cddd3
work_keys_str_mv	AT sophiekennel entrepresenceetdistancesouscontraintequelleperceptionparlesetudiantsdesressourcespedagogiques AT stephaneguillon entrepresenceetdistancesouscontraintequelleperceptionparlesetudiantsdesressourcespedagogiques AT jeremypicot entrepresenceetdistancesouscontraintequelleperceptionparlesetudiantsdesressourcespedagogiques
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Entre présence et distance sous contrainte, quelle perception par les étudiants des ressources pédagogiques ?

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