Pratiques pédagogiques inclusives en enseignement postsecondaire, en contexte pandémique
In postsecondary education, the implementation of inclusive teaching strategies has so far relied on individual faculty initiatives. However, the COVID-19 pandemic forced faculty to transition to online courses, causing teachers to rethink their teaching practices. The purpose of this study is to an...
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| Format: | Article |
| Language: | fra |
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Association Internationale de Pédagogie Universitaire
2023-07-01
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| Series: | Revue Internationale de Pédagogie de l’Enseignement Supérieur |
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| Online Access: | https://journals.openedition.org/ripes/4661 |
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| _version_ | 1841546602406215680 |
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| author | Géraldine Heilporn Simon Larose Catherine Beaulieu Michel Janosz Caroline Cellard Julien S. Bureau Sylvana Côté |
| author_facet | Géraldine Heilporn Simon Larose Catherine Beaulieu Michel Janosz Caroline Cellard Julien S. Bureau Sylvana Côté |
| author_sort | Géraldine Heilporn |
| collection | DOAJ |
| description | In postsecondary education, the implementation of inclusive teaching strategies has so far relied on individual faculty initiatives. However, the COVID-19 pandemic forced faculty to transition to online courses, causing teachers to rethink their teaching practices. The purpose of this study is to analyze the evolution of inclusive teaching strategies in postsecondary education, specifically in college education, following the transition from face-to-face to blended and online courses during the pandemic. Using a mixed-methods research design, quantitative and qualitative data were collected from students at 10 institutions across Quebec through questionnaires before and during the pandemic (n = 1242) supplemented by interviews with students with disabilities (n = 25). The results show an increase in the accessibility of course materials, a progression in the use of technological tools for content presentation and to facilitate communication and participation, as well as some diversification of assessment activities and greater flexibility in the deadlines. However, there was a regression in teaching practices with respect to the variety of pedagogical methods and opportunities for student engagement in blended and online courses. Lectures were also perceived as less inclusive and less structured by students, except in courses where instructors had planned specific times for students’ questions and to summarize important points. The results are discussed considering principles and practices to support learning and engagement for all students, recognizing the variability of their needs and preferences. |
| format | Article |
| id | doaj-art-b56c54a621334dec95b6f5600a6195a7 |
| institution | Kabale University |
| issn | 2076-8427 |
| language | fra |
| publishDate | 2023-07-01 |
| publisher | Association Internationale de Pédagogie Universitaire |
| record_format | Article |
| series | Revue Internationale de Pédagogie de l’Enseignement Supérieur |
| spelling | doaj-art-b56c54a621334dec95b6f5600a6195a72025-01-10T16:18:36ZfraAssociation Internationale de Pédagogie UniversitaireRevue Internationale de Pédagogie de l’Enseignement Supérieur2076-84272023-07-013910.4000/ripes.4661Pratiques pédagogiques inclusives en enseignement postsecondaire, en contexte pandémiqueGéraldine HeilpornSimon LaroseCatherine BeaulieuMichel JanoszCaroline CellardJulien S. BureauSylvana CôtéIn postsecondary education, the implementation of inclusive teaching strategies has so far relied on individual faculty initiatives. However, the COVID-19 pandemic forced faculty to transition to online courses, causing teachers to rethink their teaching practices. The purpose of this study is to analyze the evolution of inclusive teaching strategies in postsecondary education, specifically in college education, following the transition from face-to-face to blended and online courses during the pandemic. Using a mixed-methods research design, quantitative and qualitative data were collected from students at 10 institutions across Quebec through questionnaires before and during the pandemic (n = 1242) supplemented by interviews with students with disabilities (n = 25). The results show an increase in the accessibility of course materials, a progression in the use of technological tools for content presentation and to facilitate communication and participation, as well as some diversification of assessment activities and greater flexibility in the deadlines. However, there was a regression in teaching practices with respect to the variety of pedagogical methods and opportunities for student engagement in blended and online courses. Lectures were also perceived as less inclusive and less structured by students, except in courses where instructors had planned specific times for students’ questions and to summarize important points. The results are discussed considering principles and practices to support learning and engagement for all students, recognizing the variability of their needs and preferences.https://journals.openedition.org/ripes/4661pratiques pédagogiquesenseignement postsecondaireinclusionpandémietechnologies |
| spellingShingle | Géraldine Heilporn Simon Larose Catherine Beaulieu Michel Janosz Caroline Cellard Julien S. Bureau Sylvana Côté Pratiques pédagogiques inclusives en enseignement postsecondaire, en contexte pandémique Revue Internationale de Pédagogie de l’Enseignement Supérieur pratiques pédagogiques enseignement postsecondaire inclusion pandémie technologies |
| title | Pratiques pédagogiques inclusives en enseignement postsecondaire, en contexte pandémique |
| title_full | Pratiques pédagogiques inclusives en enseignement postsecondaire, en contexte pandémique |
| title_fullStr | Pratiques pédagogiques inclusives en enseignement postsecondaire, en contexte pandémique |
| title_full_unstemmed | Pratiques pédagogiques inclusives en enseignement postsecondaire, en contexte pandémique |
| title_short | Pratiques pédagogiques inclusives en enseignement postsecondaire, en contexte pandémique |
| title_sort | pratiques pedagogiques inclusives en enseignement postsecondaire en contexte pandemique |
| topic | pratiques pédagogiques enseignement postsecondaire inclusion pandémie technologies |
| url | https://journals.openedition.org/ripes/4661 |
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