L’accompagnement tutoral en période de pandémie : obstacles et opportunités de la distance

Kennel, Sophie; Boleguin, Vanessa

doi:10.4000/questionsvives.6319

Cited by 2 publications

(2 citation statements)

References 16 publications

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“…The second largest group, the Strivers, however, integrated technologies such as chats and discussion forums, accounting for students' need for relatedness to peers and lecturers. A recent study revealed that students felt the social aspect of studying dramatically suffered during the COVID-19 measures [37,75,76], which had an immediate effect on motivation [77]. Routineers could also be labeled as tech-savvy since they integrated educational technology more than the other classes and were highly likely to do so for any type of assessed technology.…”

Section: Discussionmentioning

confidence: 99%

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A Latent Class Analysis of University Lecturers’ Switch to Online Teaching during the First COVID-19 Lockdown: The Role of Educational Technology, Self-Efficacy, and Institutional Support

et al. 2022

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The switch to emergency remote teaching (ERT) due to the first COVID-19 lockdown demanded a lot from university lecturers yet did not pose the same challenge to all of them. This study sought to explain differences among lecturers (n = 796) from universities in France, Germany, Switzerland, and the UK in their use of educational technology for teaching, institutional support, and personal factors. Guided by the Social Cognitive Theory (SCT), lecturers’ behavior (educational technology use), environment (institutional support), and personal factors (ERT self-efficacy, continuance intentions, and demographics) were examined. Latent class analysis was employed to identify different types of lecturers in view of educational technology use, while multinomial regression and Wald chi-square test were used to distinguish classes. The largest latent class were Presenters (45.6%), who focused on content delivery, followed by Strivers (22.1%), who strived for social interaction, Routineers (19.6%), who were ready for online teaching, and Evaders (12.7%), who evaded using technology for educational purposes. Both personal factors and perceived institutional support explained class membership significantly. Accordingly, Evaders were older, less experienced, and rarely perceived institutional support as useful. Routineers, the Evaders’ counterparts, felt most self-efficient in ERT and held the highest continuance intentions for educational technology use. This research suggests that universities engage lecturers in evidence-based professional development that seeks shared visions of digital transformation, networks and communities, and design-based research.

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Section: Discussionmentioning

confidence: 99%

“…Especially lecturers who primarily taught synchronously during ERT reverted to substituting conventional teaching methods. Lastly, studies display that those lecturers were worried that the quality of teaching suffered due to the sudden switch to an online environment [11,36,37].…”

Section: Educational Technology To Close the Spatial Distancementioning

confidence: 99%

A Latent Class Analysis of University Lecturers’ Switch to Online Teaching during the First COVID-19 Lockdown: The Role of Educational Technology, Self-Efficacy, and Institutional Support

et al. 2022

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Quels besoins de formation des professionnels de l’enseignement supérieur pour développer l’activité d’accompagnement de l’étudiant ?

Kennel,

Caublot

2023

Carrefours De l'Éducation

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Notre étude s’intéresse aux compétences et à la formation à l’accompagnement de l’étudiant par les professionnels de l’enseignement supérieur français. Si cette activité n’est pas nouvelle et a fait l’objet de nombreuses recherches, le contexte actuel réglementaire et social a conduit à une évolution importante de cette fonction, tant dans son déploiement que dans ses formes. Cette évolution nous amène à questionner la manière dont peut se développer la compétence d’accompagnement visant à soutenir les apprentissages et les parcours étudiants. A partir de deux enquêtes conduites auprès des personnels de l’université de Strasbourg en 2020 et 2021, avec respectivement 418 et 160 réponses exploitables, nous avons analysé les besoins pour une formation dans ce domaine. Nos résultats montrent que cette question intéresse la diversité des fonctions existant à l’université et que les besoins en formation portent en priorité sur la posture et l’éthique pour toutes les catégories de personnels de l’université, et sur la prise en compte des différents besoins des étudiants selon le type de personnels concernés (enseignants ou personnels des services de soutien à la formation). Ces résultats nous incitent à poursuivre nos travaux sur les formes de ces formations et leurs effets, à la fois sur les compétences, l’activité et l’identité professionnelle des acteurs.

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L’accompagnement tutoral en période de pandémie : obstacles et opportunités de la distance

Cited by 2 publications

References 16 publications

A Latent Class Analysis of University Lecturers’ Switch to Online Teaching during the First COVID-19 Lockdown: The Role of Educational Technology, Self-Efficacy, and Institutional Support

A Latent Class Analysis of University Lecturers’ Switch to Online Teaching during the First COVID-19 Lockdown: The Role of Educational Technology, Self-Efficacy, and Institutional Support

Quels besoins de formation des professionnels de l’enseignement supérieur pour développer l’activité d’accompagnement de l’étudiant ?

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