{"id":976,"date":"2022-11-13T20:40:34","date_gmt":"2022-11-14T01:40:34","guid":{"rendered":"https:\/\/www.michelot.info\/education\/?p=976"},"modified":"2022-11-13T20:48:26","modified_gmt":"2022-11-14T01:48:26","slug":"deux-publications-dans-la-revue-distances-et-mediations-des-savoirs-dms","status":"publish","type":"post","link":"https:\/\/www.michelot.info\/education\/2022\/11\/13\/deux-publications-dans-la-revue-distances-et-mediations-des-savoirs-dms\/","title":{"rendered":"Deux publications dans la revue Distances et m\u00e9diations des savoirs (DMS)"},"content":{"rendered":"\n

Dans le dernier num\u00e9ro (le 39) de la revue Distances et m\u00e9diations des savoirs (DMS\/DMK)<\/a>, je propose deux publications qui portent sur la formation \u00e0 distance.<\/p>\n\n\n\n

La 1re est une collaboration avec mes coll\u00e8gues Audrey Bistodeau et France Lafleur de l’UQTR, nous y explorons le r\u00f4le de la surveillance par cam\u00e9ra des examens en ligne.<\/p>\n\n\n\n

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L\u2019\u00e9valuation sous surveillance par cam\u00e9ra. Les perceptions d\u2019\u00e9tudiants universitaires en contexte de pand\u00e9mie<\/strong>
Le confinement li\u00e9 \u00e0 la pand\u00e9mie de Covid-19 a forc\u00e9 les universit\u00e9s \u00e0 tenir des examens \u00e0 distance sans n\u00e9cessairement disposer d\u2019outils de t\u00e9l\u00e9surveillance appropri\u00e9s. La pr\u00e9sente \u00e9tude se penche sur le cas de l\u2019universit\u00e9 du Qu\u00e9bec \u00e0 Trois-Rivi\u00e8res, qui a pr\u00e9conis\u00e9 les examens sous surveillance cam\u00e9ra par le biais de l\u2019application Zoom. L\u2019objectif de cette recherche est de documenter les conditions dans lesquelles les \u00e9tudiants ont r\u00e9alis\u00e9 ces examens, ainsi que leurs perceptions concernant certaines dimensions de l\u2019\u00e9valuation en ligne. Les r\u00e9sultats du sondage effectu\u00e9 aupr\u00e8s de 396 \u00e9tudiants indiquent qu\u2019ils n\u2019\u00e9taient pas bien pr\u00e9par\u00e9s \u00e0 passer ce type d\u2019examen, et que plusieurs d\u2019entre eux n\u2019avaient pas acc\u00e8s \u00e0 des conditions favorables, \u00e0 du mat\u00e9riel informatique ou \u00e0 une connexion Internet appropri\u00e9s. Les \u00e9tudiants sont d\u2019avis que l\u2019utilisation de la webcam et la contrainte de temps limit\u00e9 ont contribu\u00e9 \u00e0 augmenter leur stress durant l\u2019examen. La moiti\u00e9 des r\u00e9pondants n\u2019\u00e9taient pas \u00e0 l\u2019aise d\u2019\u00eatre film\u00e9s, et ils consid\u00e8rent que cela \u00e9tait une atteinte \u00e0 leur vie priv\u00e9e. Bien que la limitation de la tricherie soit un enjeu important pour les \u00e9tudiants, ils sont d\u2019avis que l\u2019examen en ligne sous surveillance cam\u00e9ra ne permet pas de la pr\u00e9venir. [Lire la suite]<\/a><\/p>\n

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Bistodeau, A., Lafleur, F. et Michelot, F. (2022). L\u2019\u00e9valuation sous surveillance par cam\u00e9ra. Les perceptions d\u2019\u00e9tudiants universitaires en contexte de pand\u00e9mie. Distances et m\u00e9diations des savoirs<\/i>, 39<\/i>(39). https:\/\/doi.org\/10\/gq6pz4<\/a><\/div>\n<\/div>\n\t\t\t\t<\/div>\n\t\t\t<\/div>\n\t\t<\/div>\n\t<\/div>\n\n<\/cite><\/blockquote>\n\n\n\n

<\/p>\n\n\n\n

Le 2d, publi\u00e9 dans la section D\u00e9bats\/Discussion, propose une r\u00e9flexion sur la place de la formation \u00e0 distance dans l’avenir des universit\u00e9s r\u00e9gionales, en termes d’obstacles et d’opportunit\u00e9s. Je profite de la planification strat\u00e9gique de l’Universit\u00e9 de Moncton pour y inscrire cet article.<\/p>\n\n\n\n

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Obstacles et opportunit\u00e9s strat\u00e9giques de l\u2019avenir de la formation \u00e0 distance. Une contribution \u00e0 la planification strat\u00e9gique de l\u2019Universit\u00e9 de Moncton<\/strong>
Dire que la Covid-19 a boulevers\u00e9 le rapport \u00e0 la formation \u00e0 distance (FAD) est une \u00e9vidence qui rel\u00e8ve du truisme. Sur le plan de la recherche, l\u2019accroissement des productions a \u00e9t\u00e9 consid\u00e9rable. Par exemple, dans la base de donn\u00e9es ERIC, le nombre d\u2019articles r\u00e9f\u00e9renc\u00e9s en anglais portant sur l\u2019\u00e9ducation \u00e0 distance (\u00ab Distance Education<\/em> \u00bb) a quasiment \u00e9t\u00e9 multipli\u00e9 par cinq entre 2019 (454 r\u00e9f\u00e9rences) et 2021 (2 223). Mais la production scientifique en \u00e9ducation ne se traduit pas n\u00e9cessairement en \u00e9volutions tangibles. Les \u00e9tablissements d\u2019enseignement ont leurs logiques internes et nous laisserons aux sociologues des organisations le soin d\u2019\u00e9tudier celles-ci. En revanche, quelques indications nous permettent d\u2019entrevoir des tangentes prises par les \u00e9tablissements en mati\u00e8re de FAD. \u00c0 cet effet, EDUCAUSE sugg\u00e9rait ainsi que les \u00e9tablissements d\u2019enseignement sup\u00e9rieur seraient amen\u00e9s \u00e0 choisir parmi trois voies technologiques postpand\u00e9miques : a) la restauration, c\u2019est-\u00e0-dire revenir \u00e0 la situation qui pr\u00e9valait avant la pand\u00e9mie ; b) l\u2019\u00e9volution, \u00e0 savoir s\u2019attarder \u00e0 s\u2019adapter \u00e0 une nouvelle normalit\u00e9 ; c) la transformation, soit red\u00e9finir l\u2019institution universitaire et contribuer \u00e0 cr\u00e9er un nouvel enseignement sup\u00e9rieur (Grajek et 2020-2021 EDUCAUSE IT Issues Panel, 2020). [Lire la suite]<\/a><\/p>\n

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Michelot, F. (2022). Obstacles et opportunit\u00e9s strat\u00e9giques de l\u2019avenir de la formation \u00e0 distance. Une contribution \u00e0 la planification strat\u00e9gique de l\u2019Universit\u00e9 de Moncton. Distances et m\u00e9diations des savoirs<\/i>, 39<\/i>(39). https:\/\/doi.org\/10\/gq6pzt<\/a><\/div>\n<\/div>\n\t\t\t\t<\/div>\n\t\t\t<\/div>\n\t\t<\/div>\n\t<\/div>\n\n<\/cite><\/blockquote>\n","protected":false},"excerpt":{"rendered":"

Dans le dernier num\u00e9ro (le 39) de la revue Distances et m\u00e9diations des savoirs (DMS\/DMK), je propose deux publications qui portent sur la formation \u00e0 distance. La 1re est une collaboration avec mes coll\u00e8gues Audrey Bistodeau et France Lafleur de l’UQTR, nous y explorons le r\u00f4le de la surveillance par cam\u00e9ra des examens en ligne.…<\/p>\n","protected":false},"author":1,"featured_media":980,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"ngg_post_thumbnail":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[40],"tags":[110,223,222,136,134],"class_list":["post-976","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-recherche","tag-covid-19","tag-dms-dmk","tag-enseignement-en-ligne","tag-examens","tag-fad"],"acf":[],"jetpack_featured_media_url":"https:\/\/i0.wp.com\/www.michelot.info\/education\/files\/2022\/11\/pexels-photo-5999812-e1668390124341.jpeg?fit=1880%2C714&ssl=1","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/www.michelot.info\/education\/wp-json\/wp\/v2\/posts\/976","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.michelot.info\/education\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.michelot.info\/education\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.michelot.info\/education\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.michelot.info\/education\/wp-json\/wp\/v2\/comments?post=976"}],"version-history":[{"count":0,"href":"https:\/\/www.michelot.info\/education\/wp-json\/wp\/v2\/posts\/976\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.michelot.info\/education\/wp-json\/wp\/v2\/media\/980"}],"wp:attachment":[{"href":"https:\/\/www.michelot.info\/education\/wp-json\/wp\/v2\/media?parent=976"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.michelot.info\/education\/wp-json\/wp\/v2\/categories?post=976"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.michelot.info\/education\/wp-json\/wp\/v2\/tags?post=976"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}