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Abstract

Many institutional levers lead universities today to experiment with innovative systems to cope with failure in higher education. Our article proposes to draw up a first assessment of the mixed learning system "Create, Read, Write and Make Science for the University" (CLEFS) set up to support low-achieving 1st-year university students. The program consists in face-to-face as well as distant teaching. We look at the effects of the distant dimension of the program on retention in studies and compare pedagogical designers’ initial aims to actual practices, analyzing students’ perceptions.

Keywords

• success
• tutoring
• SPOC
• blended learning
• hybrid teaching
• higher education