La continuité pédagogique de la formation à distance en contexte pandémique

Abstract

In this article, we try to understand the reality of pedagogical continuity among teachers at Biskra university in the context of confinement caused by the coronavirus. In order to explore teachers’ perceptions, we asked them to answer an online questionnaire. First of all, teachers are less satisfied, particularly with regard to the experience of pedagogical continuity. The analysis of teachers’ statements reveals interesting results concerning the distancing of teaching situations both in terms of interactions and teaching materials made avaible to students. Technical, pedagogical, socio-emotional and organizational barriers were also reported. Finally, the gain in digital skills and student autonomy are the main enrichments of confinement. We hope that the results of our research could be taken into consideration in order to improve the quality of pedagogical continuity and distance learning, especially in a pandemic context.

Keywords

• distance learning
• confinement
• Pedagogical continuity
• face-to-face learning
• covid-1