Abstracts
Résumé
Cet article décrit les expériences d’apprentissage en ligne au secondaire d’élèves franco-ontariens caractérisés par leur diversité culturelle et linguistique. Les approches critiques et socioconstructivistes ont servi de cadre conceptuel. L’analyse porte sur les données issues des entrevues semi-dirigées menées auprès d’élèves du secondaire, tout en les mettant en relation avec celles concernant le personnel enseignant. Les résultats révèlent des défis multiples liés essentiellement à l’inefficacité du soutien à l’apprentissage et la problématique de la prise en compte de la diversité culturelle de la part du personnel enseignant ainsi qu’à la fracture numérique. Les résultats mettent également en évidence la nécessité d’adapter l’enseignement supérieur à l’ère du numérique afin de former un personnel enseignant suffisamment outillé pour dispenser des cours en ligne de façon efficace et inclusive.
Mots-clés :
- apprentissage en ligne,
- technologies éducatives,
- épistémologie,
- équité,
- enseignement supérieur
Abstract
This article describes the online learning experiences of Franco-Ontarian high school students coming from culturally- and linguistically-diverse backgrounds. Critical and socio-constructivist approaches were used as conceptual frameworks. The analysis focuses on data from semi-structured interviews with high school students, which were examined alongside data from teachers. The results reveal multiple challenges, mainly related to ineffective learning support, the issue of cultural diversity being inadequately addressed by teaching staff, and the digital divide. The results also highlight the need to adapt higher education to the digital age and train teachers to be sufficiently prepared to deliver online courses in an effective and inclusive manner.
Keywords:
- e-learning,
- educational technologies,
- epistemology,
- equity,
- higher education
Appendices
Bibliographie
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