This presentation shares highlights from a report released by the Groupe de travail sur la transition postpandémique des pratiques d’enseignement et d’apprentissage, titled “A look at teaching and learning, 20 months after the start of the pandemic (Université Laval)”. The information in this document was obtained through consultation with actors in the field, and through a monitoring and literature review process. This included a survey among 19,898 students, as well as group discussions with faculty members and teaching staff, program and department directors, and members of pedagogy support centres.
Director, Teaching Support Service, Université Laval
This paper focuses on the complex process of transitioning from in-person to distance learning for college teachers with regard to innovative pedagogical practices to meet the needs of students using digital learning environments. Distance learning, which implies a dissociation of teaching and learning to varying degrees in space and time (Conseil supérieur de l’éducation, 2015, Jacquinot-Delaunay, 2010), transforms the role of the teacher. This contribution will shed additional light on each of the three objectives of an ongoing action research project at Cegep de la Gaspésie et des Îles (FRQSC, 2020-2023).
It presents the key activities and actions of the didactic process for the use of digital technology and a coaching approach during the transition from classroom to distance learning at the college. The relationship between research and action confirms the importance of stakeholder engagement in the action research cycle (Roy & Prévost, 2013). A mixed methodology, i.e., a quantitative component (survey) with an explanatory angle and a qualitative component that was more comprehensive and included a documentary analysis, explained how pedagogical practices matched the students’ profiles. Some findings relating to gender-based educational success are discussed.
The scientific knowledge will benefit researchers and practitioners in the field of digital education. Bibliography: Conseil supérieur de l’éducation (2015). La formation à distance dans les universités québécoises : un potentiel à optimiser. Avis au ministre de l’Éducation, Québec, Gouvernement du Quebec. Jacquinot-Delaunay, G. (2010). Between presence and absence: Jacquinot-Delaunay, G. (2010). Entre présence et absence : La FAD comme principe de provocation. Distances et savoirs, 8(2),153-165. Roy, M. et Prévost, P. (2013). La recherche-action : origines, caractéristiques et implications de son utilisation dans les sciences de la gestion. Recherches qualitatives, 32(2), 129 – 151.
Full Professor of Psychoeducation in Professional Education, Université du Québec à Rimouski (UQAR)
Professor-Researcher, Université du Québec à Rimouski (UQAR)
Since spring 2020, many teachers have turned to strategies already used in distance learning to provide an active learning experience for students despite the distance. Imposed distance learning has created new opportunities for increased flexibility inteaching.
It is in this context that the ministries of higher education have supported FADIO in developing teacher resources that focus specifically on winning practices in distance learning. FADIO’s pedagogical advisors, in collaboration with CADRE21, have developed a series of self-study courses covering a variety of topics pertaining to distance learning: evaluation, active pedagogy, “pedagogical scripting” and the learning experience. Discover these new resources for winning practices in distance learning, so the virtual continues to influencethe face-to-face,and vice versa!
Digital strategist at CADRE21
FADIO project manager