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| Titre : | Distance, flexibilité et nouveaux modes d’enseignement : Transformations durables de l’après-covid (2024) |
| Auteurs : | Hélène Pulker, dir. ; Elodie Vialleton, dir. |
| Type de document : | Article : document électronique |
| Dans : | DMS - Distances et médiations des savoirs (n° 47, 2024) |
| Langues: | Anglais |
| Catégories : |
Thésaurus CEREQ ENSEIGNEMENT A DISTANCE ; CRISE SANITAIRE ; ENSEIGNEMENT HYBRIDE ; ETUDIANT ; ENSEIGNEMENT SUPERIEUR ; ENSEIGNANT ; FRANCE |
| Mots-clés: | Covid-19 |
| Résumé : | This issue is the last of three based on the international and bilingual conference ‘Distance Education: a brave new world?’ which took place online on 20–21 October 2022. The last two issues, ‘Learning and teaching how to learn in the post-COVID world: reflections and perspectives’ and ‘Using video in distance learning: observing collaboration, interaction and interpersonal relationships’ addressed the challenges that education faced while transitioning to distance and online teaching and learning during the COVID pandemic.The editorial of the previous issue ended on comments about how the conference and the papers in issue 46 explored the nature and shape of learning before, during and after COVID. This final issue of the series continues this exploration, probing transformations which occurred during the crisis and have impacted practices significantly since. The papers focus on new and often flexible teaching approaches which incorporate online elements. All the studies reported on were set in the context of higher education institutions, but in a range of countries: the United States of America, Morocco, Italy and China. Most of the moves to online or hybrid teaching observed were prompted by the COVID pandemic, but some were started before. In all cases, the researchers ask questions and draw conclusions that are relevant well beyond the context of the COVID-19 emergency. |
| Document Céreq : | Non |
| En ligne : | https://doi.org/10.4000/12jkb |
