Les méthodes pédagogiques utilisées pour construire un environnement d’apprentissage socioconstructiviste dans un cours en ligne en mode hybride

Abstract

This article presents some results of an exploratory descriptive research based on a case study, aiming to identify teaching methods appropriate to social constructivist learning environments in a blended online course. We carried out a qualitative analysis of the interactions between the teacher and the seven students of a higher education Arts and Social Sciences course, in a francophone Canadian university, using recordings of eight periods of the synchronous classes to identify general trends and teaching methods suited to this new context.