Résumés
Résumé
Dans un contexte d’hybridation de l’enseignement supérieur, les interactions en présence physique connaissent un recul marqué en raison de phénomènes tels que la désertification des auditoires et la croissance de l’offre de cours hybrides et à distance. Or, la compréhension des caractéristiques, des contraintes et des bénéfices de l’interaction en présence physique demeure un angle mort de la recherche en hybridation. Pour tirer pleinement parti du processus d’hybridation de l’enseignement supérieur, le rôle de la présence physique et son articulation avec les activités synchrones et asynchrones doivent être analysés.
Mots-clés :
- Présence physique,
- hybridation des cours,
- désertification des auditoires,
- cours à distance,
- flexibilité,
- accessibilité,
- activités synchrones,
- activités asynchrones
Abstract
In the context of blended university teaching and learning, face-to-face interactions have seen a significant decline due to factors such as the lecture attendance crisis and the rise of online and blended courses. However, understanding the characteristics, constraints and benefits of face-to-face interactions remains a blind spot in research on blended teaching and learning. To fully leverage the potential of blended teaching and learning, it is necessary to thoroughly analyze the role of face‑to‑face sessions and how they integrate with both synchronous and asynchronous activities.
Keywords:
- Face-to-face,
- blended teaching and learning,
- lecture attendance crisis,
- online courses,
- flexibility,
- accessibility,
- synchronous activities,
- asynchronous activities
Parties annexes
Références
- Acfas. (2024, 18 avril). Présence, une notion à repenser à la lumière des pratiques étudiantes (D. Paquelin, présentateur) [diaporama avec commentaire]. 91e congrès de l’AFCAS, Ottawa, Canada. Vimeo. https://vimeo.com/936412501
- Androwkha, S. (2020). La présence à distance en e‑Formation : entretien avec Annie Jézégou. Médiations et médiatisations, (3), 59-67. https://doi.org/10.52358/mm.vi3
- Audet, L. (2011). Regards sur l’évolution de la formation à distance au Canada francophone. Distances et savoirs, 9(3), 313‑330. https://shs.cairn.info/revue-distances-et-savoirs...
- Barrett, R., Rainer, A. et Marczyk, O. (2007). Managed learning environments and an attendance crisis? Electronic Journal of e‑Learning, 5(1), 1-10. https://academic-publishing.org/...
- Beaumatin, L. et Roiné, C. (2023). L’hybridation des enseignements à l’université : points de définitions. Études & pédagogies. https://doi.org/10.20870/eep.2023.7534
- Betton, E. (2022). La coprésence physique comme médiation pédagogique. Éthique en éducation et en formation, (13), 46‑61. https://doi.org/10.7202/1094523ar
- Blandin, B. (2023). Penser la présence : quelques pistes théoriques. Distances et médiations des savoirs, (42). https://doi.org/10.4000/dms.9166
- Boelens, R., De Wever, B. et Voet, M. (2017). Four key challenges to the design of blended learning: A systematic literature review. Educational Research Review, 22, 1‑18. https://doi.org/10.1016/j.edurev.2017.06.001
- Bonin, S. et Couillard, A. (2023). Enquête ICOPE 2022. Université du Québec, Direction de la recherche institutionnelle. https://collimateur.uqam.ca/...
- Buhl-Wiggers, J., Kjaergaard, A. et Munk, K. (2023). A scoping review of experimental evidence on face-to-face components of blended learning in higher education. Studies in Higher Education, 48(1), 151-173. https://doi.org/pkqm
- Cesco, S., Zara, V., Toni, A. F. D., Lugli, P., Betta, G., Evans, A. C. O. et Orzes, G. (2021). Higher education in the first year of COVID-19: Thoughts and perspectives for the future. International Journal of Higher Education, 10(3), 285-294. https://doi.org/10.5430/ijhe.v10n3p285
- Clark, C. E. J. et Post, G. (2019). The value of student attendance at face-to-face classes, as part of a blended learning experience. Dans Y. W. Chew, K. M. Chan et A. Alphonso (dir.), ASCILITE 2019 Conference Proceedings: Personalised learning. Diverse goals. One heart (p. 93‑101). https://doi.org/10.14742/apubs.2019.16
- Clark, C. E. J. et Post, G. (2021). Preparation and synchronous participation improve student performance in a blended learning experience. Australasian Journal of Educational Technology, 37(3), 187‑199. https://doi.org/10.14742/ajet.6811
- D’Agostino, S. (2022, 6 septembre). Should professors still record lectures? Maybe. Maybe not. Inside Higher Ed. https://insidehighered.com/...
- Do, C. (2017). The effect of lecture recordings on lecture attendance: Law academics’ misconceptions and law students’ reality. Journal of the Australasian Law Teachers Association, 10, 41‑60. https://austlii.edu.au/...
- Dommeyer, C. J. (2017). Lecture capturing: Its effects on students’ absenteeism, performance, and impressions in a traditional marketing research course. Journal of Education for Business, 92(8), 388‑395. https://doi.org/gfsnw4
- Eringfeld, S. (2021). Higher education and its post-coronial future: Utopian hopes and dystopian fears at Cambridge University during Covid‑19. Studies in Higher Education, 46(1), 146‑157. https://doi.org/pkqq
- Garrison, D. R., Anderson, T. et Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87‑105. https://doi.org/bxnpwj
- Garrison, D. R. et Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95‑105. https://doi.org/10.1016/j.iheduc.2004.02.001
- Gosper, M., McNeill, M., Phillips, R., Preston, G., Woo, K. et Green, D. (2010). Web‑based lecture technologies and learning and teaching: A study of change in four Australian universities. ALT-J – Research in Learning Technology, 18(3), 251-263. https://doi.org/fvq3ps
- Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. Dans C. J. Bonk et C. R. Graham (dir.), The handbook of blended learning (p. 3‑21). Pfeiffer.
- Gysbers, V., Johnston, J., Hancock, D. et Denyer, G. (2011). Why do students still bother coming to lectures, when everything is available online? International Journal of Innovation in Science and Mathematics Education, 19(2), 20-36. https://openjournals.library.sydney.edu.au/...
- Holstead, C. E. (2022, 1er septembre). Why students are skipping class so often, and how to bring them back. The Chronicle of Higher Education. https://chronicle.com/article/...
- Irhouma, T. et Johnson, N. (2022). Rapport national 2020. L’apprentissage numérique au Canada en 2022 : un paysage en évolution. Association canadienne de recherche sur la formation en ligne. https://cdlra-acrfl.ca/...
- James, T. et Seary, K. (2019). Why aren’t they attending class like they are supposed to? A review into students’ perception of the value of class attendance. Student Success, 10(1), 115‑129. https://doi.org/10.5204/ssj.v10i1.1111
- Johnson, N. (2019). Évolution de l’apprentissage en ligne dans les universités et collèges du Canada. Sondage national sur la formation à distance et l’apprentissage en ligne 2019 Association canadienne de recherche sur la formation en ligne. http://cdlra-acrfl.ca/...
- Johnson, N. (2023). An increase demand for technology use in teaching and learning: 2023 pan-Canadian report on digital learning trends in Canadian post-secondary education. Canadian Digital Learning Research Association. https://cdlra-acrfl.ca/...
- Kelly, A. E. et Cuccolo, K. (2022). Supporting college students during times of transition: Pedagogical recommendations based on pandemic learning data. College Teaching, 72(1), 15‑27. https://doi.org/pkqr
- Kortemeyer, G. (2020). That’s one giant step for a university, one small leap for digitization. Bulletin VSH-AEU, 43(3-4), 33-38. https://e-periodica.ch/...
- Kortemeyer, G., Dittmann-Domenichini, N., Schlienger, C., Spilling, E., Yaroshchuk, A. et Dissertori, G. (2023). Attending lectures in person, hybrid or online: How do students choose, and what about the outcome? International Journal of Educational Technology in Higher Education, 20, article 19. https://doi.org/pkqv
- Müller, C. et Mildenberger, T. (2021). Facilitating flexible learning by replacing classroom time with an online learning environment: A systematic review of blended learning in higher education. Educational Research Review, 34, article 100394. https://doi.org/10.1016/j.edurev.2021.100394
- Osguthorpe, R. T. et Graham, C. R. (2003). Blended learning environments: Definitions and directions. Quarterly Review of Distance Education, 4(3), 227‑233.
- Paquelin, D. et Lachapelle-Bégin, L. (2022). Hybridation : principes et repères [rapport de recherche]. Université Laval. https://hal.science/hal-03718900
- Paquienséguy, F. et Perez-Fragoso, C. (2011). L’hybridation des cours et l’intégration de l’injonction à produire. Distances et savoirs, 9(2011/4), 515‑540. http://cairn.info/revue-distances-et-savoirs...
- Parent, S., Poellhuber, B., Johnson, N. et Seaman, J. (2021). L’apprentissage numérique dans les établissements postsecondaires canadiens – Rapport du Québec 2021. Association canadienne de recherche sur la formation en ligne. http://cdlra-acrfl.ca/...
- Peltier, C. (2023). Présence, distance et absence. Diversité des représentations liées à la baisse de fréquentation des cours présentiels et des usages des cours enregistrés. Distances et médiations des savoirs, (43). https://doi.org/10.4000/dms.9535
- Peltier, C. et Séguin, C. (2021). Hybridation et dispositifs hybrides de formation dans l’enseignement supérieur : revue de la littérature 2012-2020. Distances et médiations des savoirs, (35). https://doi.org/10.4000/dms.6414
- Peraya, D. (2014). Distances, absence, proximités et présences : des concepts en déplacement. Distances et médiations des savoirs, (8). https://doi.org/10.4000/dms.865
- Peraya, D. et Paquelin, D. (2023a). Entre société et institutions de formation : les sens de la présence. Distances et médiations des savoirs, (43). https://doi.org/10.4000/dms.9539
- Peraya, D. et Paquelin, D. (2023b). Interrogeons les distances certes... Et si l’on repensait la présence? Distances et médiations des savoirs, (41). https://doi.org/10.4000/dms.8981
- Pownall, M., Blundell-Birtill, P., Nordmann, E., Sutherland, E. et Harris, R. (2022). The future is connected, active, supportive, and flexible: Psychology student perceptions of best practice in teaching and learning [prépublication]. PsyArXiv. https://doi.org/10.31234/osf.io/csznw
- Raes, A. (2022). Exploring student and teacher experiences in hybrid learning environments: Does presence matter? Postdigital Science and Education, 4(1), 138‑159. https://doi.org/pkqw
- Rinaudo, J.-L. (2023). Présences à distance. Distances et médiations des savoirs, (44). https://doi.org/10.4000/dms.9718
- Rodgers, C. R. et Raider‐Roth, M. B. (2006). Presence in teaching. Teachers and Teaching, 12(3), 265-287. https://doi.org/bm4v34
- Sloan, D., Manns, H., Mellor, A. et Jeffries, M. (2020). Factors influencing student non-attendance at formal teaching sessions. Studies in Higher Education, 45(11), 2203‑2216. https://doi.org/gfzdbc
- St. Clair, K. L. (1999). A case against compulsory class attendance policies in higher education. Innovative Higher Education, 23, 171‑180. https://doi.org/c78xps
- Uekusa, S. (2023). Reflections on post‐pandemic university teaching, the corresponding digitalisation of education and the lecture attendance crisis. New Zealand Geographer, 79(1), 33‑38. https://doi.org/10.1111/nzg.12351
- Université Laval. (s.d.). Regard sur l’enseignement et l’apprentissage après 20 mois de pandémie. https://enseigner.ulaval.ca/...
- Verbitsky, M. (2023). How to promote attendance in the post-pandemic classroom [prépublication]. APSA preprints. https://doi.org/10.33774/apsa-2023-j4ww2
- Vlachopoulos, P. et Jan, S. (2020). Exploring modes of lecturing as a teaching method in higher education: Student attendance, preference and motivation. Journal of University Teaching and Learning Practice, 17(5), article 15. https://doi.org/10.53761/1.17.5.14
- Williams, T. (2022, 9 juin). University class attendance plummets post-Covid. Times Higher Education (THE). https://timeshighereducation.com/...
- Wilson, E. et Berge, Z. L. (2023). Educational experience and instructional design effectiveness within the community of inquiry framework. The International Review of Research in Open and Distributed Learning, 24(1), 159-174. https://doi.org/10.19173/irrodl.v24i1.6751
- Woo, K., Gosper, M., McNeill, M., Preston, G., Green, D. et Phillips, R. (2008). Web-based lecture technologies: Blurring the boundaries between face‑to‑face and distance learning. Research in Learning Technology, 16(2), 81-93. https://doi.org/10.3402/rlt.v16i2.10887
- Yeung, A., Raju, S. et Sharma, M. D. (2016). Online lecture recordings and lecture attendance: Investigating student preferences in a large first year psychology course. Journal of Learning Design, 9(1), 55‑71. https://doi.org/10.5204/jld.v9i1.243
10.7202/1094523ar