Mise à l’épreuve de paramètres pour une articulation réussie du distanciel et du présentiel aux yeux des étudiants

Abstract

At a time when blended learning is becoming more widespread, achieving a blend that students perceive as successful remains a challenge for many blended learning designers and teachers. This study is based on parameters identified as central to setting up blending learning courses in other contexts: communicational scenario, unity of the course and its learning activities, assessment, and time issues. The underlying hypothesis is that these parameters affect whether students perceive the articulation between F2F and distant modes as coherent. This study analyses students’ perceptions of 16 blended, higher education courses. These were put into place over three years within one university diploma. Student perceptions (N=176) were collected by surveys, and teachers’ feedback in the form of oral reports (N=11) and written files (N=7). Students of 5 further blended courses from other university diplomas also filled in the same surveys, resulting in a total of 265 surveys and 21 courses; this second data set corroborates nearly all the results from the 16 courses. The results of this study broadly validate the parameters that were identified, as having a decisive effect on students’ perception of the coherence of the articulation between F2F and distant modes. Moreover, the parameters influence students’ appreciation of the blended course.

Keywords

• blended learning
• F2F
• distant mode
• Higher Education
• university teaching