S. JACQUES, A. OUAHABI, T. LEQUEU, "Remote Knowledge Acquisition and Assessment During the COVID-19 Pandemic", iJEP 2020, Vol. 10, No 6, pp. 120-138.

S. JACQUES, A. OUAHABI, T. LEQUEU, "Remote Knowledge Acquisition and Assessment During the COVID-19 Pandemic", iJEP 2020, Vol. 10, No 6, pp. 120-138. Copyright - [Précédente] [Première page] [Suivante] - Home

Article : [SHEET645]

Titre : S. JACQUES, A. OUAHABI, T. LEQUEU, Remote Knowledge Acquisition and Assessment During the COVID-19 Pandemic, iJEP 2020, Vol. 10, No 6, pp. 120-138.

Cité dans : [DIV677]  Recherche sur l'auteur Sébastien JACQUES, octobre 2022.
Cité dans : [DATA033] Liste des publications de Thierry LEQUEU et activités de recherche, octobre 2022.

Auteur : Sébastien Jacques
Auteur : Abdeldjalil Ouahabi
Auteur : Thierry Lequeu

Source : iJEP 2020
Volume : 10
Number : 6
Pages : 120 - 138
Web : https://online-journals.org/index.php/i-jep/article/view/16205
Site : https://online-journals.org/index.php/i-jep/article/view/16205
Lien : JACQUES-04.pdf - 993 ko, 19 pages.

Vers : Bibliographie

Abstract :
On 16 March 2020, as a result of the unprecedented global health crisis linked to the emergence of a new form of coronavirus (COVID-19), the 74 universities of France closed their doors, forcing nearly 1.6 million students, as well as their teachers, to find solutions and initiatives that could ensure continuity in teaching.
In the reliance on videoconferencing tools, chat, the sharing of documents/tutorials/videos/podcasts, and the use of social networks, many ideas have emerged, but no consensus has developed nor has a common way of doing things been adopted by a majority of teachers.
Some software tools, such as Zoom, have also been questioned over data security issues or excessive intrusion into the student learning process.
Nevertheless, in these uncertain times, much had to be done so that students can acquire the requisite knowledge, develop skills, and build on what they have learned.
How can we ensure that the learning process is as smooth as possible for everyone involved?
How can we evaluate knowledge and skills learned at a distance, and their relevance?
Four groups of electronic and electrical engineering students in France were monitored during the containment period in order to provide answers to these questions.
Lectures, tutorials, practical work, and projects were carried out using the Microsoft Teams and Zoom video conferencing and chat tools to complement activities made available through the digital work environment.
In order to ensure equity among all students, especially in view of the digital divide, open access tools/software/applications have been promoted.
In the various surveys completed, the engineering students asserted their complete satisfaction with the learning process, the use of distance tools, and the level of mastery of these tools by their teachers.
The results of the various knowledge tests show that, for the same course, distance learning does not reduce the performance of the engineering students.
Indeed, they obtained local grades similar to those expected in face-to-face teaching.
The results presented in this article are not intended to highlight the virtues of distance education, but rather to open up a debate and reflect more widely on the sustainability of this transformation of education in universities.

Keywords : COVID-19; Distance learning; Higher education; Synchronous e-learning; Knowledge acquisition and assessment

Bibliographie

References : 42
[1] : Sohrabi C., Alsafi Z., O’Neill N., Khan M., Kerwan A., Al-Jabir A. et al. (2020). World Health Organization declares global emergency: A review of the 2019 novel coronavirus (COVID-19). International Journal of Surgery, 76, pp. 71-76. https://doi.org/10.1016/j.ijsu.2020.03.036
[2] : Remuzzi A., Remuzzi G. (2020). COVID-19 and Italy: what next? The Lancet, 395(10231), pp. 1225-1228. https://doi.org/10.1016/s0140-6736(20)30627-9
[3] : Tran T., Hoang A.-D., Nguyen Y.-C., Nguyen L.-C., Ta N.-T., Pham Q.-H. (2020). Toward Sustainable Learning during School Suspension: Socioeconomic, Occupational Aspirations, and Learning Behavior of Vietnamese Students during COVID-19. Sustainability, 12(10), 4195. https://doi.org/10.3390/su12104195
[4] : Viner R. M., Russell S. J., Croker H., Packer J., Ward J., Stansfield C. et al. (2020). School closure and management practices during coronavirus outbreaks including COVID-19: a rapid systematic review. The Lancet Child & Adolescent Health, 4(5), pp. 397-404. https://doi.org/10.1016/s2352-4642(20)30095-x
[5] : Reich J., et al. (2020). Remote Learning Guidance from State Education Agencies during the COVID-19 Pandemic: A First Look. Retrieved from osf.io/k6zxy/. Accessed on 1 May 2020. iJEP - Vol. 10, No. 6, 2020 135 Paper—Remote Knowledge Acquisition and Assessment During the COVID-19 Pandemic
[6] : Reimers F. M., Schleicher A. (2020) A framework to guide an education response to the COVID-19 Pandemic of 2020, available via https://teachertaskforce.org/sites/default/files/2020-04/A%20framework%20to%20guide%20an%20education%20response%20to%20the%20COVID-19%20Pandemic%20of%202020.pdf . Accessed on 1 June 2020. https://teachertaskforce.org/knowledge-hub/framework-guide-education-response-covid-19-pandemic-2020
[7] : Toquero C. M. (2020). Challenges and Opportunities for Higher Education amid the COVID-19 Pandemic: The Philippine Context. Pedagogical Research, 5(4), 5 p. https://doi.org/10.29333/pr/7947
[8] : Bol, T. (2020, April 30). Inequality in home schooling during the Corona crisis in the Netherlands. First results from the LISS Panel. https://doi.org/10.31235/osf.io/hf32q
[9] : De Quervain D., Aerni A., Amini E., Bentz D., Coynel D., Gerhards C. et al. (2020, April 24). The Swiss Corona Stress Study. https://doi.org/10.31219/osf.io/jqw6a
[10] : Yulia H. (2020). Online Learning to Prevent the Spread of Pandemic Corona Virus in Indonesia. ETERNAL (English Teaching Journal), 11(1), pp. 48-56. https://doi.org/10.26877/eternal.v11i1.6068
[11] : Sistek-Chandler C. M. (2020). Exploring Online Learning Through Synchronous and Asynchronous Instructional Methods. IGI Global. https://doi.org/10.4018/978-1-7998-1622-5
[12] : Crawford J., Butler-Henderson K., Rudolph J., Glowatz M. et al. (2020). COVID-19: 20 Countries' Higher Education Intra-Period Digital Pedagogy Responses. Journal of Applied Teaching and Learning (JALT), 3(1), pp. 1-20. https://doi.org/10.37074/jalt.2020.3.1.7
[13] : Ebner M., Schön S., Braun C., Ebner M., Grigoriadis Y., Haas M. et al. (2020). COVID-19 Epidemic as E-Learning Boost? Chronological Development and Effects at an Austrian University against the Background of the Concept of “E-Learning Readiness”. Future Internet, 12(6), 94. https://doi.org/10.3390/fi12060094
[14] : Nonthamand N. (2020). Guideline to Develop an Instructional Design Model Using Video Conference in Open Learning. International Journal of Emerging Technologies in Learning (iJET), 15(3), pp. 140-155. https://doi.org/10.3991/ijet.v15i03.10842
[15] : Ba M. L., Gueye B., Gueye A. D., Kassé O. (2019). Impacts of the Migration of CrossCutting Courses of a Traditional University in Distance Learning. International Journal of Engineering Pedagogy (iJEP), 9(2), pp. 51-64. https://doi.org/10.3991/ijep.v9i2.9945
[16] : Putri S. E., Hamuddin B., Nursafira M. S., Derin T. (2020). Discourse Analysis in E-Learning-Based Course Using Moodle Platform: An Experimental Design. Journal of Research and Innovation in Language, 2(1), pp. 19-26. https://doi.org/10.31849/reila.v2i1.3960
[17] : Mayende G., Prinz A., Isabwe G. M. N., Muyinda P. B. (2017). Learning Groups in MOOCs – Lessons for Online Learning in Higher Education. International Journal of Engineering Pedagogy (iJEP), 7(2), pp. 109-124. https://doi.org/10.3991/ijep.v7i2.6925
[18] : Kefalis C., Drigas A. (2019). Web Based and Online Applications in STEM Education. International Journal of Engineering Pedagogy (iJEP), 9(4), pp. 76-85. https://doi.org/10.3991/ijep.v9i4.10691
[19] : Ge J., Li X. (2019). Design Strategies of EFL Learning Videos: Exampled by a China MOOC. Proceedings of the 2020 9th International Conference on Educational and Information Technology (ICEIT 2020), February 2020, Oxford, UK, pp. 68-71. https://doi.org/10.1145/3383923.3383927
[20] : Tiejun Z. (2020). Empirical Research on the Application of Online Teaching in Chinese Colleges and Universities Under the Situation of Novel Coronavirus Pneumonia Prevention and Control. International Journal of Emerging Technologies in Learning (iJET), 15(11), pp. 119-136. https://doi.org/10.3991/ijet.v15i11.13935
[21] : Fazal N., Fadhil S., Edquiban M., Olk S. (2020). The Use of Moodle Apps and Khan Academy Short Videos to Engage Students to Learn Microbiology/Immunology. The Journal of Immunology, 204(1).
[22] : Henriksen D., Creely E., Henderson M. (2020). Folk Pedagogies for Teacher Transitions: Approaches to Synchronous Online Learning in the Wake of COVID-19. Journal of Technology and Teacher Education (JTATE), 28(2), pp. 201-209.
[23] : Basilaia G., Kvavadze D. (2020). Transition to Online Education in Schools during a SARS-CoV-2 Coronavirus (COVID-19) Pandemic in Georgia. Pedagogical Research, 5(4), pp. 1-9. https://doi.org/10.29333/pr/7937
[24] : Faustino P., & Simões D. (2020). The Contribution of the Technology Acceptance Model for an Active Teaching and Learning Process in Higher Education: A Bibliometric Analysis. In Montebello, M. (Ed.), Handbook of Research on Digital Learning (pp. 242-261). IGI Global. https://doi.org/10.4018/978-1-5225-9304-1.ch015
[25] : Polyakova T. (2020). Guest Editorial—Engineering Pedagogy: On the Way to “Education 4.0”. International Journal of Engineering Pedagogy (iJEP), 10(4), pp. 4-7. https://doi.org/10.3991/ijep.v10i4.15021
[26] : Auer M. E., & Tsiatsos T. (2019). The Challenges of the Digital Transformation in Education: Proceedings of the 21st International Conference on Interactive Collaborative Learning (ICL2018) – Volume 1 (982 pages). Springer International Publishing. https://doi.org/10.1007/978-3-030-11935-5
[27] : Hartnett M. (2020). Flexible and Distance Learning. In: Tatnall A. (eds) Encyclopedia of Education and Information Technologies. Springer, Cham. https://doi.org/10.1007/978-3-030-10576-1_67
[28] : Kurbakova S., Volokova Z., Kurbakov A. (2020). Virtual Learning and Educational Environment: New Opportunities and Challenges under the COVID-19 Pandemic. Proceedings of the 4th International Conference on Education and Multimedia Technology, pp. 167-171. https://doi.org/10.1145/3416797.3416838
[29] : Hubbard M., Bailey M.J. (2018) User Adoption in Teams. In: Mastering Microsoft Teams. Apress, Berkeley, CA. https://doi.org/10.1007/978-1-4842-3670-3_5
[30] : Martin L., Tapp D. (2019). Teaching with Teams: An introduction to teaching an undergraduate law module using Microsoft Teams. Innovative Practice in Higher Education, 3(3), pp. 58-66.
[31] : Raffone A., Monti J. (2019). A Digital Storytelling Laboratory to Foster Second Language Acquisition in Higher Education: Students’ Perspectives and Reflections. Proceedings of the 12th International Conference on Innovation in Language Learning, 14-15 November 2019, Florence, Italy, 91.
[32] : Li H., Guo M. (2017). Application of Zoom in Multisensory Teaching from the Perspective of Multisensory Integration. Proceedings of the 2017 International Conference on Energy, Environment and Sustainable Development (EESD 2017), 21-22 April 2017, Phuket, Thailand, pp. 226-230. https://doi.org/10.12783/dteees/eesd2017/12005
[33] : Beriswill J. (2018). Zoom Redefines Web Conferencing for Education. In Proceedings of ELearn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1208-1211). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved June 9, 2020 from https://www.learntechlib.org/primary/p/185333/.
[34] : Ilag B. N. (2018). Introducing Microsoft Teams: Understanding the New Chat-Based Workspace in Office 365. Tracy, California, USA: Apress. https://doi.org/10.1007/978-1-4842-3567-6
[35] : Añel J.A. et al. (2020). Cloud and Serverless Computing for Scientists. Springer Nature Switzerland AG. https://doi.org/10.1007/978-3-030-41784-0
[36] : Favale T., Soro F., Trevisan M., Drago I., Mellia M. (2020). Campus traffic and e-Learning during COVID-19 pandemic. Computer Networks, 176, 107290. https://doi.org/10.1016/j.comnet.2020.107290
[37] : Jee C. Zoom is facing questions about how private or secure it really is, MIT Technology Review, available via https://www.technologyreview.com/2020/04/01/974992/zoom-is-facing-questions-about-how-private-or-secure-it-really-is/ . Accessed on 1 April 2020.
[38] : Kamenetz A. A Growing Number of U.S. Colleges Cancel Classes Amid Coronavirus Fears, National Public Radio, Inc. (US), available via https://www.npr.org/2020/03/09/813750481/more-than-20-colleges-cancel-in-person-classes-in-response-to-coronavirus?t=1591781089727. Accessed on 1 April 2020.
[39] : Electronics & Electrical Energy Systems in French, College of Engineering of the University of Tours (France), available via https://polytech.univ-tours.fr/programs/training-of-engineers/electronics-electrical-energy-systems/ . Accessed on 10 May 2020.
[40] : Survey COVID-19 in French, National Office of Student Engineers (France), available via https://www.bnei.fr/covid-19/. Accessed on 10 May 2020.
[41] : Jacques S., Lequeu T. (2020). The Attractiveness of Reversing Teaching Forms, Feedback on an Electrical Engineering Course. International Journal of Engineering Pedagogy (iJEP), 10(3), pp. 21-34. https://doi.org/10.3991/ijep.v10i3.12361
[42] : Adjabi I., Ouahabi A., Benzaoui A., Taleb-Ahmed A. (2020). Past, Present, and Future of Face Recognition: A Review. Electronics, 9(8), 1188. https://doi.org/10.3390/electronics9081188

  [1] : [SHEET646] S. JACQUES, T. LEQUEU, The Attractiveness of Reversing Teaching Forms – Feedback on an Electrical Engineering Course, iJEP 2020, Vol. 10, No 3, pp. 21-34.

Mise à jour le dimanche 31 décembre 2023 à 17 h 31 - E-mail : thierry.lequeu@gmail.com
Cette page a été produite par le programme TXT2HTM.EXE, version 10.7.3 du 27 décembre 2018.

Les informations contenues dans cette page sont à usage strict de Thierry LEQUEU et ne doivent être utilisées ou copiées par un tiers.
Powered by www.google.fr, www.e-kart.fr, l'atelier d'Aurélie - Coiffure mixte et barbier, La Boutique Kit Elec Shop and www.lequeu.fr.