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L’institut universitaire de technologie (IUT) au prisme des modifications de pratiques pédagogiques avec les ressources en contexte de confinement

Abstract : Generally speaking, confinement has led all the actors in education to a reconfiguration of their professional activity. In this context, the transition to the all-distancing is a phenomenon that is of particular interest to research. Several surveys have been launched, at the level of the education system, having collected several thousand responses (IFE, 2020; Le café pédagogique, 2020). If these studies have the advantage of giving a quantitative vision of the adaptations of the activity of the actors (teachers and learners), we propose a focus on one institution in particular, the University Institute of Technology (IUT), from the point of view of a central object in the teaching activity, the resources. Our research in university pedagogy has the particularity of focusing on the specificity of IUTs (characterized, among other things, by a pedagogical relationship of proximity (Tralongo, 2018, pp. 42-43)), as well as on how to instrument the EAD, using mediation tools/support at the heart of the activity. We are interested in the chosen digital modalities from the point of view of synchronicity, interactivity with learners, collaboration between teachers and use of resources. The situation of confinement envisaged from the scientific point of view in education thus opens up a new field of research allowing us to question the modes of distance education (DDE) and to envisage their possible evolution. The anthropological theory of didactics (TAD) conceived by Chevallard provides a relevant and operational theoretical anchoring allowing us to analyze the professional practices of teachers, based on their statements. Within the framework of the RENOIR-IUT project (Digital resources: supply, intermediation, networks in IUTs), an exploratory survey equipped with a questionnaire has allowed us to collect 61 answers from teachers in a IUT in the south of France on digital uses during the period of confinement. The quantitative results indicate an adaptation of the tools and practices (in line with the IFE study, 2020) since 46% of the respondents declared that they have changed a large part of their teaching resources and 14% all of them. Nearly 80% report using new resources and nearly 90% report discovering new tools for teaching, most often through a colleague on the teaching team (72%). The relational activity with the students is disrupted since 39% of the IUT teachers consider that they were not able to follow/accompany the students in a satisfactory way, and 42% were not able to help those in difficulty. More than 80% of the sample considered the evaluation of students to be unsatisfactory. The qualitative analysis of the answers to the open-ended questions allows us to refine and qualify certain results, including those that appeared in the national literature.
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Submitted on : Friday, November 27, 2020 - 10:36:23 AM
Last modification on : Monday, November 15, 2021 - 6:52:02 PM


  • HAL Id : hal-03027456, version 1


Cécile Redondo, Anita Messaoui, Guylaine Molina, Julie Pironom. L’institut universitaire de technologie (IUT) au prisme des modifications de pratiques pédagogiques avec les ressources en contexte de confinement. Colloque international « Pédagogie universitaire numérique: quelles perspectives à l’ère des usages multiformes des réseaux sociaux pour apprendre ? », Nov 2020, En ligne, France. ⟨hal-03027456⟩



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