D’une discipline académique à l’autre, une approche contrastée de la diffusion et de l’appropriation des ressources éducatives libres au sein de l’enseignement supérieur

Abstract

Since the early 2000s, France has launched several major projects to fund the hosting, design, and/or distribution of digital educational resources for higher education, including Canal-U, the Universités Numériques Thématiques (UNT), or the MOOC platform France Université Numérique (FUN). While press releases regularly feature figures from site traffic measurement tools, there is little data on how teachers actually incorporate these taxpayer-funded digital resources into their daily practices. This article presents the results of a survey conducted in the wake of the COVID-19 pandemic as part of the Hype 13 consortium, which received more than 947 responses from French university teachers. The survey focused on the aforementioned French actors such as the UNT, and more broadly, on the design, distribution, and reappropriation of various types of digital educational resources. We highlight significant differences between academic disciplines with regard to the knowledge, sharing and use of resources from institutional platforms, highlighting the need for a better understanding of academic cultures.

Keywords

• open educational resources
• FUN
• UNT
• appropriation