Enseignement bimodal simultané : réalités et perceptions des étudiants et des enseignants

Abstract

This text provides feedback from students (N=152) and faculty (N=11) who experienced a semester of concurrent bimodal instruction, choosing between participating on campus or at a distance. Distance was overwhelmingly chosen for organizational reasons and on campus for social reasons. No favouritism was perceived by the students on the part of the teachers. Students who tested both modalities said they were more active in presence than at a distance, yet these same students felt that the learning activities were more varied when they were at a distance. Students were generally satisfied with the experience, especially those on campus. The teaching teams were also satisfied with their experience. However, simultaneous bimodal teaching creates a complex interactional space. It offers new opportunities such as multiple communication channels, but also challenges, such as managing technology, relationships with distance students, and preparation for two modalities. Finally, some teachers felt a loss of control compared to the relatively self-contained space of the traditional classroom.

Keywords

• simultaneous bimodal
• HyFlex
• student experience
• teaching practice
• learning spaces