La perception du numérique en pédagogie universitaire aujourd’hui, entre transformations et permanences : résultats d’une enquête à l’Université de Strasbourg

Abstract

Based on a survey of faculty teachers at the University of Strasbourg in France, we analyze the perceptions of 418 respondents to a survey about their teaching experience during the two periods of online teaching in 2020 and 2021. Our results show, not surprisingly, a negative feeling. 79% of respondents consider the teaching experience since March 2020 to have been difficult or very difficult, and 51% give negative feedback. A comparison of the responses between those who expressed a negative impression and those who considered themselves rather satisfied with the experience points to the following main differences: the difficulty in mastering the tools and solving the technical problems to teach and produce teaching materials, the pedagogical relationship with the student, and the ability to adapt one’s teaching practices to the distance, particularly related to the lack of time. We note, however, that it is not so much digital competence or practice that marks the differences than perception of the relationship with the student and of pedagogical practices and skills.

Keywords

• Distance learning
• Hybridation
• Higher education
• Digital use
• Instructional design
• Covid-19