Approche ingénierique de la formation ouverte et à distance (FOAD) : une étude empirique réalisée auprès de six formations universitaires à distance en contexte de COVID-19

Abstract

This research focuses on the engineering of the e-learning that has been proposed by university teachers, in the context of COVID-19. It aims to identify the elements of the engineering approach of e-learning that have been favored in this context. How did the trainers articulate the didactics of the contents and the experiential accompaniment of the learners? The article proposes a scale of indicators that could reveal this specific engineering of e-learning. The results show that the teachers have privileged in their scenarios the experiential accompaniment, the alternation of theory and practice, the project engineering and the cooperative scenarios.