Evolution of practices

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.