L’efficacité d’un dispositif d’enseignement hybride en fonction des caractéristiques des étudiants

Sacré, Margault; Toczek, Marie-Christine; Policard, Florence; Serres, Guillaume; Paulet, Catherine; Petit, Sabine; Neuville, Emmanuelle; fontaine, Dominique La

doi:10.18162/ritpu-2020-v17n2-03

Cited by 5 publications

(4 citation statements)

References 43 publications

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“…Furthermore, in the context of the COVID-19 pandemic, Sacré et al examined the effectiveness of a hybrid device from a performance perspective for 85 students enrolled in the first year of the nursing training institute at the University of Clermont-Auvergne. This study confirmed that the performance of the nursing students between the pre-test and the post-test significantly increased and that skills Effect of Hybrid Learning on Students' Academic Performance at the Higher Institute of Nursing Professions and Health Techniques of Oujda were thus acquired during the implementation of this type of training device [14]. Based on the results of their systematic review and meta-analysis, Du et al assert that blended learning is not inferior (superior or at least equivalent) to traditional education in nursing education [15].…”

Section: Discussionsupporting

confidence: 78%

Effect of Hybrid Learning on Students’ Academic Performance at the Higher Institute of Nursing Professions and Health Techniques of Oujda

Essadki,

Fourtassi

2024

Int. J. Eng. Ped.

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Following the restrictive security measures imposed by governments during the COVID-19 pandemic, education, like all other social sectors, has been radically disrupted. All educational systems have been urged to adopt distance learning to guarantee the continuation of training. The present study aims to determine the effect of the mode of learning used in training on students’ academic performance at the Higher Institutes of Nursing Professions and Health Techniques (HINPHT) of Oujda in Morocco. Academic results and collected using an exploitation form are compared between two groups of students registered at the institution. The first group includes students who enrolled in September 2019 and were admitted during the COVID-19 containment period. These students initially received face-to-face training in the first semester but were later transitioned to online training during the lockdown period (n = 185). The second comparison group comprises students who received face-to-face training throughout (n = 413). The results of the present study reveal a significant increase in the average number of students who benefited from the hybrid training mode in all semesters. However, failure and dropout rates have increased in the hybrid mode compared to the face-to-face mode. This decrease in the number of students graduating within six semesters is notable in the hybrid mode compared to the control group. Further research can be conducted to examine the effect technological teaching devices may have on learner motivation and sense of control during training.

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Section: Discussionsupporting

confidence: 78%

Effect of Hybrid Learning on Students’ Academic Performance at the Higher Institute of Nursing Professions and Health Techniques of Oujda

Essadki,

Fourtassi

2024

Int. J. Eng. Ped.

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“…Thus, Covid-19 has instead disrupted teaching habits in universities and institutions and could lead to the closure of some institutions that may not have the opportunity to deliver online teaching. Thus, as Sacré et al (2020) demonstrate, Covid-19 will bring about pedagogical transformations worldwide. With the pandemic, many activities are being done online (telework), and e-learning is now commonplace, especially in universities and institutions well equipped with ICT.…”

Section: Discussion Of Resultsmentioning

confidence: 98%

“…If yesterday's use of ICT in education was dictated by other modernisation concerns (Lefebvre & Fournier, 2014) and rationalisation, today, it is the Covid-19 pandemic that revives the debate. If Covid-19 does not entirely change the teaching mode, it is evident that hybrid teaching (Sacré et al, 2020) becomes the rule.…”

Section: The Place Of Ict In Higher Educationmentioning

confidence: 99%

“…Indeed, most countries worldwide have been forced to close all activities in several sectors, including the higher education sector, to contain the spread of the Covid-19 pandemic (UNESCO, 2020). The closure of educational institutions has condemned several students and instructors to work at home (Sacré, Toczek, Policard, Serres, Paulet, Petit & Lafontaine, 2020;Setiawan, 2020). However, there was an alternative for some universities and institutions equipped with the tools needed for ICT use, online training, or elearning (Toquero, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Covid-19 has turned things upside down: e-learning in Bukavu city in the Democratic Republic of the Congo

Rai

2022

Preprint

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In the Democratic Republic of Congo (DRC), e-learning is a new concept for academic institutions. Covid-19 has reignited the debate about using Information and Communication Technology (ICT) within institutions. Technology is evolving exponentially, and Information and Communication Technology-based is now essential in all sectors. During the lockdown, due to the Covid-19 pandemic, which led to the educational institution's closure, e-learning became the rule, and face-to-face (in-person) teaching was the exception. Based on qualitative data on information and communication technology use with non-structured interviews in higher institutions in Bukavu, this paper attempts to understand the obstacles to the transition from face-to-face teaching to e-learning during the Covid-19 period. Our results show that many educational institutions lack information and communication technology tools and infrastructures. The Covid-19 pandemic advent brought most educational institutions to stop activities.

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Apporter une réponse pédagogique pluridisciplinaire à un enjeu sociétal : le Programme d’accueil pour les étudiants réfugiés, à l’École des Ponts ParisTech

Courchinoux¹,

Salengros-Iguenane²,

Dolédec³

2022

Journal of International Mobility

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L’École des Ponts ParisTech a conçu le programme d’accueil pour étudiants réfugiés (PER), dont l’objectif est d’accompagner dans le développement des compétences pour construire un projet de professionnalisation ou de reprise d’études supérieures. Ce dispositif se veut une réponse pédagogique pluridisciplinaire à l’enjeu sociétal que représentent l’accueil et l’inclusion d’étudiants en exil.Cet article présente le PER et ses points d’appui théoriques : ingénierie de la formation, accompagnement personnalisé par une équipe dédiée et pluridisciplinaire. Nous analysons le dispositif et ses facteurs d’émergence. Les enquêtes menées montrent que le PER semble avoir un certain impact à l’échelle sociétale et nous en analysons les leviers dans une perspective de transférabilité à d’autres établissements de l’enseignement supérieur.

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L’efficacité d’un dispositif d’enseignement hybride en fonction des caractéristiques des étudiants

Cited by 5 publications

References 43 publications

Effect of Hybrid Learning on Students’ Academic Performance at the Higher Institute of Nursing Professions and Health Techniques of Oujda

Effect of Hybrid Learning on Students’ Academic Performance at the Higher Institute of Nursing Professions and Health Techniques of Oujda

Covid-19 has turned things upside down: e-learning in Bukavu city in the Democratic Republic of the Congo

Apporter une réponse pédagogique pluridisciplinaire à un enjeu sociétal : le Programme d’accueil pour les étudiants réfugiés, à l’École des Ponts ParisTech

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