Les étudiantes et étudiants face à l’emploi de plateformes d’enseignement en ligne : représentations et engagement cognitif

Abstract

This article aims to study the statements of first-year undergraduate students with regard to their teachers’use of the Moodle and Teams online teaching platform in the context of the COVID-19 pandemic. More specifically, the aim is to produce a description of these statements and to analyze their links with the students’ cognitive engagement. Based on data collected from a sample of 837 students, we show that the teachers’ use of these platforms, as perceived by students, is weakly explanatory of the students’ cognitive engagement.