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Perceptions de l'enseignement hybride

Description

Cette ressource présente les principaux résultats obtenus à une étude sur les perceptions enseignantes et étudiants des dispositifs hybrides.Pour davantage d'informations, vous pouvez contacter apui@univ-avignon.fr

Pertinence

Il existe une différence d’appréciation de l’hybridation en fonction du niveau universitaire des étudiants. Plus les étudiants se situent à un niveau universitaire élevé plus ils disent apprécier l’enseignement hybride : les étudiants de master apprécient davantage l’hybridation que les étudiants de L2/L3, qui eux-mêmes apprécient davantage l’hybridation que les étudiants de L1. À l’inverse, plus les étudiants se situent au début de leur cursus universitaire, plus ils ont une préférence pour l’enseignement en présentiel. Les proportions sont croissantes : les étudiants de L1 préfèrent davantage l’enseignement en présentiel que les étudiants de L2/L3, qui eux-mêmes l’apprécient davantage que les étudiants de Master.

Efficacité

apui@univ-avignon.fr

30,7%

Apprécient l'enseignement hybride

à Avignon Université

Pertinence

Efficacité

En quoi les dispositifs hybrides correspondent-ils aux besoins et aux atteintes des acteurs ?

Impact

Les bénéfices des dispositifs hybrides sur les dimensions de l'apprentissage et le développement professionnel

Les caractéristiques requises par la charte sont-elles respectées ? Quel niveau de centration des dispositifs hybrides ?

50%

33%

sont en licence

26,8%

préférent l'enseignement hybride à l'enseignement en présentiel

50%

sont en master

...Contre seulement

25%

sont en licence

Parmis eux :

Caractéristiques des répondants

...Contre seulement

Parmis eux :

sont en master

50%

des dispositifs hybrides sont centrés sur l'enseignement

50%

des dispositifs hybrides sont centrés sur L'apprentissage

Références

  • Albareil, E., Gerard, L., & Spriet, T. (2022). L’expérience du numérique postpandémie: enquête sur les perceptions d’étudiants qui ont suivi un dispositif hybride. Actes/Proceedings TICEMED 13.
  • Albareil, E., Gerard, L., & Spriet, T. (2023). L’impact d’une stratégie locale sur le développement pédagogique des enseignants au prisme des dispositifs hybrides. Journée de l’AIPU 2023, 11.

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Description

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Team

Name SurnameJob

name surnamejob

name surnamejob

Product / Service

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Market

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TAM

$ 20.000 M Lorem ipsum dolor sit amet consectetur adipiscing elit mattis cubilia praesent mus accumsan erat aptent

SAM

$ 250 M Lorem ipsum dolor sit amet consectetur adipiscing elit mattis cubilia praesent mus accumsan erat aptent

SOM

$ 80 M Lorem ipsum dolor sit amet consectetur adipiscing elit mattis cubilia praesent mus accumsan erat aptent

Distribution

Strategy

Clients

Competence

Business model

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Traction

Timeline / Milestones

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name@mail.com

+300

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64,000

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+8.5 M

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198,000

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accumsan turpis.

Problem

Solution

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Competitive Advantages

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Les pratiques pédagogiques

  • Présence systèmatique d'un syllabus, d'un calendrier et des consignes à suivre
  • Un accompagnement de l'appropriation des savoirs
  • Organisation de remédiations collective et/ou individuelles
  • Beaucoup d'évaluations formatives et parfois des évaluations par les pairs et d'auto-évaluations
  • Organisations d'activité à haut niveau cognitif (création, analyse...)
  • Présence d'aide à l'utilisation des outils numériques (par exemple des tutoriels)
  • Présence d'aide motivationnel (menu de la semaine, relance dans le forum...)
  • Présence d'interactions (enseignant-étudiants et étudiants entre eux)
  • Usage de l'EEE pour faire évoluer le dispositif hybride
  • Usage fréquent d'outils de production, de communication, de collaboration et d'organisation

Caractéristiques des répondants

  • Albareil, E., Gerard, L., & Spriet, T. (2022). L’expérience du numérique postpandémie: enquête sur les perceptions d’étudiants qui ont suivi un dispositif hybride. Actes/Proceedings TICEMED 13.
  • Albareil, E., Gerard, L., & Spriet, T. (2023). L’impact d’une stratégie locale sur le développement pédagogique des enseignants au prisme des dispositifs hybrides. Journée de l’AIPU 2023, 11.
  • Albareil, E., & Thierry, S. (2022). Impacts de la stratégie d’établissement sur la transformation pédagogique de ses formations. L'ingénieur pédagogique dans le supérieur: des pratiques en mutation.
  • Pertinence, Efficacité et Impact de l’hybridation en licence à l’Université d’Avignon

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Here you can include a relevant fact to highlight

  • Generate experiences with your content.
  • It’s got the Wow effect. Very Wow.
  • Make sure your audience remembers the message.

With Genially templates, you can include visual resources to wow your audience. You can also highlight a particular sentence or piece of information so that it sticks in your audience’s minds, or even embed external content to surprise them: Whatever you like!Do you need more reasons to create dynamic content? No problem! 90% of the information we assimilate is received through sight and, what’s more, we retain 42% more information when the content moves.

Let the communication flow!

Got an idea?

Here you can include a relevant fact to highlight

  • Generate experiences with your content.
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  • Make sure your audience remembers the message.

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Let the communication flow!

Got an idea?

Here you can include a relevant fact to highlight

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Here you can include a relevant fact to highlight

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  • Generate experiences with your content.
  • It’s got the Wow effect. Very Wow.
  • Make sure your audience remembers the message.

With Genially templates, you can include visual resources to wow your audience. You can also highlight a particular sentence or piece of information so that it sticks in your audience’s minds, or even embed external content to surprise them: Whatever you like!Do you need more reasons to create dynamic content? No problem! 90% of the information we assimilate is received through sight and, what’s more, we retain 42% more information when the content moves.

Let the communication flow!

Got an idea?

Here you can include a relevant fact to highlight

  • Visit the Analytics settings;
  • Activate user tracking;
  • Let the communication flow!

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Here you can include a relevant fact to highlight

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Les pratiques pédagogiques

  • Peu d'accompagnement des savoirs et des connaissances,
  • Peu ou pas de reméditations collectives ou individuelles,
  • Peu ou pas d'évaluations formatives, par les pairs ou d'auto-évaluations,
  • Des activités à bas niveau cognitif (par exemple : mémorisation),
  • Pas d'aide à l'utilisation des outils numériques et d'aide motivationnelle (par exemple : menu de la semaine)
  • Peu d'interactions (enseignant-étudiants et étudiants entre eux)
  • Pas d'évaluation du dispositif (EEE par exemple)
  • Peu ou pas d'utilisation d'outils de production de travaux, de communication, de collaboration et d'organisation