La formation continue à l’épreuve du numérique : encourager la formation hybride dans un centre universitaire de FLE par l’utilisation de la plateforme Moodle

Abstract

This article focuses on training in the use of ICT while organizing the distance learning part of Blended Language Learning (BLL) courses set up in the aftermath of the Covid-19 pandemic. It seeks to determine how, in the context of French as a Foreign Language classes at Rennes 2 University (CIREFE), educational engineering must work to best encourage the reinvestment of skills often acquired in a state of emergency in 2020 while inviting them to be developed. The aim is that the post-pandemic training offer takes advantage, by fully integrating these new educational practices, of the upheavals of the 2019 health crisis. The study is based on an internal professional development system prior to the pandemic, which tries to best adapt its content to new teaching-learning habits. It relies on current scientific work in the field and follows a precise observation protocol of the evolution of this professional development offering, in order to determine whether it has been able to meet the needs of teaching staff. To do this, it uses anonymous field surveys, the results of which are presented, then analyzed, and the conclusions reached by the reflection make it possible to define exploitable perspectives in the training of language teachers.

Keywords

• blended learning
• FFL
• professional development
• digital tool