Inclusion d’étudiants à distance dans un cours universitaire en présentiel :

Abstract

This article presents the results of a study which explores a specific way to link inclass and online teaching and learning that we call simultaneous bimodality: while some students are inclass with the teacher, others are attending the course online and in real time using a videoconferencing technology. The objective of this article is to better understand how to facilitate the inclusion of online students in simultaneous bimodal course. Results show that the number and the kind of interactions differ greatly between inclass and online students and cause teachers to adapt their practices. However, it is possible to distinguish two adaptation patterns in regards to the extent teachers adapt their practices and the perceived teaching and learning quality.

Keywords

• bimodality
• pedagogy
• online learning
• face-to-face teaching
• ICT
• innovation