In France, because of a virus, March 2020 will remain for many teachers the beginning of a distance learning experience using digital tools. Ensuring pedagogical continuity is a matter of course. Zoom becomes the new classroom. Feedback in the context of an engineering training course allows us to draw some lessons from this period. The levers of this continuity are the training of teachers in the digital tools; the adaptation of the animation according to the pedagogical objectives; actions to federate a community dispersed in space; the adaptation of the rule of participation in class (show yourself or remain hidden); the highly visible division of learning time; and the development of interactions in the community. This experiment also highlights the impact of digital technology on perception of time, management of tiredness generated by digital tools, and the organization of synchronous and asynchronous time.
Available online: 2021-04-09
Dubruc, N. (2021). Leçons et questions de la continuité pédagogique dans une formation française d’ingénieurs. International Journal of Technologies in Higher Education, 18(1), 221-232. https://doi.org/10.18162/ritpu-2021-v18n1-19