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This research involves studying the digital uses of 221 Swiss and Belgian university teachers. The aim is to understand the uses actually implemented in higher education in these two countries. In order to categorise these uses, a typology of digital uses in education has been constructed. It aims to include both the uses made by teachers to prepare their lessons and teach and the uses they request from their students. This typology was established on the basis of existing literature (Denis, 2001; Paquette, 2002; Bégin, 2008; Peraya, 2008; Vuorikari et al., 2022) and includes both face-to-face and remote, synchronous and asynchronous uses. The aim of this research is therefore also to check the applicability of this typology and to adapt it on the basis of feedback from teachers.

Complex problem solving (CPS) is one of the 21st century skills frequently listed in competency frameworks, which is the case in those for business learners. However, weaknesses observed in recent management graduates suggest that they do not master CPS process. Although this could be explained by a lack of disciplinary knowledge, it is likely that it is also attributable to underdeveloped metacognitive skills. Thus, it seemed promising to us to design digital scaffoldings (DS) based on the theory of scaffolding, in order to guide the learner in his CPS process on the cognitive and metacognitive levels. This research contributes to the literature on the influence of DS by using a qualitative approach aimed at explaining how and why learners mobilize them. Given that results suggest that these learners have little experience with CPS and that we can qualify them as novices, recommendations for designing DS adapted to their level are proposed to support the development of this skill.

Educational institutions have seen a significant increase in the number of students with disabilities over the past decade. Many of these learners face challenges related to learning or academic and social integration. To help them overcome these challenges, a French Grande École of Engineering has implemented a tutoring program that consists of offering disciplinary and methodological support to learners in HS. Given the innovative nature of this project, we carried out qualitative research to understand the experience of 12 student tutors from this school who documented in an experience journal each session offered to their mentee. The analysis of the data highlights the learning achieved on the pedagogical (adaptation of their teaching and approaches), personal (contribution of a diversity of skills) and professional levels (evolution of their relationship to disability and greater openness to inclusion). Challenges were also highlighted, particularly when the skills or knowledge to be mobilized entail too great an investment, as well as the limitations of distance tutoring.

Le programme de baccalauréat offert par l’École de musique de l’Université de Sherbrooke a été entièrement transformé en 2018 sous forme de parcours professionnalisant. Cette démarche d’innovation curriculaire visait à mieux préparer le futur musicien professionnel (improvisateur, interprète ou compositeur) à faire face à sa condition simultanée d’athlète musical, d’entrepreneur et de créateur d’un produit artistique. La cohérence (vis-à-vis les réalités du monde musical et à l’échelle du programme), l’autorégulation (spécialement les aspects de volition et d’autonomie) et l’automatisation des processus et des savoir-faire accompagnant les visées créatives étaient au cœur de la réussite de ce projet. À notre connaissance, l’École de musique de l’Université de Sherbrooke est la première institution d’enseignement supérieur en musique à proposer ce changement de paradigme. L’expérience pourrait avoir un impact important sur les capacités créatrices des diplômés et influencer à long terme les approches utilisées actuellement pour l’enseignement de la musique ou d’autre forme d’art. Même si une analyse longitudinale des retombées reste à produire, les constats préliminaires suggèrent des résultats positifs.

In a course existing since a few years, the purpose of this development research (Harvey & Loiselle, 2009) is to improve the evaluation system which allows to judge the competency to evaluate of teachers in training. The origin of the project comes from a desire to bond in a more rigorous and coherent way the teaching – assessment sequence within the course. This article aims to document the development of the innovative evaluation system put in place. The selected frameworks to develop the new system are explained. Furthermore, some data obtained from a survey filled by students are presented regarding the operationalization of the system.

Apprenticeship has expanded steadily over the past few years in France, including university in highly selective programs. Starting with a comparative situation in which the same course entitled « Organization and Communication» has been given to students in initial training and in apprenticeship, we analyse why this course was received differently by students. The latter were enrolled in the first year of the Master Miage (Computer Methods Applied to Business Management) in a Parisian university. Firstly, we explore the framework in which this course is delivered. We show how the Miage apprenticeship training takes place in a particular context that greatly values the professionalization of students. Secondly, we present the socio-demographic specificities of this Miage apprenticeship population compared to the initial training one. A statistical analysis demonstrates that the apprentices are over-selected and represent a group endowed with a stronger academic background. Finally, taking into account these contextual elements and the specific features of this population, we highlight the fact that this group is facing temporal conflicts that lead teachers to modify their pedagogical practices and to adopt the role of tutors. This means to adapt the time required to present theoretical knowledge and it poses the significant issue of its assimilation.

The requirement for newly qualified associate professors to follow pedagogic training during their probation year is recent in France. Among the training tools implemented in the universities, those providing access to videos have grown progressively. Nevertheless, few studies have analyzed higher education teachers video training. As part of a research program about professional training, this study examines an innovative measure a university pedagogical video training innovative device for newly qualified associate professors. The innovating character of the tool resides in its approach in exploiting videos showing the students’ point of view, via videotape self-confrontation and videotape observations of others. The research was led from self-confrontation interviews with seven voluntary associate professors in their probation year out of a variety of university departments. The study aims at fixing the process effects. The results show that the different types of videos (class teaching situations footage, associate professors’ comments footage, students’ comments footage, and the associate professor’s reactions confronted with the students’ comments footage) and the content (“successful” and “perfectible” teaching practices) establish a “capacity-building” resource for probationary associate professors in terms of projection-immersion, satisfaction, and apprenticeship/professional development. The results also confirm the importance of screenwriting and the fact of respecting the principle of creating video training, such as accompaniment, individualization and progressivity. Finally, the risks linked with the conception and implementation of this type of tool will be discussed.

The general objective of our study is to provide tools to identify traces of professional development among teacher-researchers in different disciplines who are training evaluation in the Evaluating in Authentic Situations course offered online as a credited university training. This course is part of a microprogram designed from the perspective of the Scholarship of Teaching and Learning (Bélisle et al., 2016). Artifacts from three complex tasks competed in this course are analyzed with reference to the different parameters of Clarke and Hollingsworth's (2002) dynamic professional development model and the identity and cultural dimensions of university teachers' evaluative skills (Nizet, 2015). We propose a critical review of this model in the light of the intelligibility of evaluative practices, since the performance of complex tasks in the course leads to awareness and identity and cultural shifts, signs of authentic professional development within the framework of institutional constraints and dominant evaluative cultures.

In an engineering French school, in view of the opening of a new method of training students named « Work-based training », the two authors of the article proposed an Intervention Research with teachers-researchers at this school. The aim was twofold: to accompany them in the implementation of a pedagogy of alternation; to put collectively under observation this period of change and its potential effects on their own teaching activity. Conceived as an observatory of the activity of teacher-researchers and the conditions of its development, the device was deployed with five volunteer teacher-researchers. It was initiated by five training sessions and semi-structured interviews carried out six months after the opening of apprenticeship training. Inscribed in a professional didactic approach, the article reports on the analysis of the activity of these teacher-researchers produced from the proposed training situations and the interviews conducted. While the training undertaken allows for initial re-conceptualizations of the action, it faces some obstacles. It cannot remove certain obstacles linked on the one hand, to "representations taken as true" linked to the profession and role of the teacher-researcher, to the nature of the knowledge to be transmitted, for example; on the other hand, certain limits to action linked to the work environment: organisational, institutional and statutory logic.

This article presents and analyzes the implementation of new pedagogical tools to help students succeed that have contributed to the professional development of French-speaking Belgium higher education teachers. Several new workshops co-constructed in collective intelligence with teachers, pedagogical advisors and accompaniers of first-year students focused primarily on the components of benevolence and good classroom climate. A double impact would emerge from this experience: learners would be more involved in their studies and teachers would change their conception of student occupation, their pedagogical approach and their level of interaction.

In higher education in France, in the third year of the physics degree course, the teaching of quantum mechanics is essentially quantitative and formalism is presented as part of the standard interpretation. Moreover, some universities also offer an introduction to quantum mechanics in the second year, including both conceptual and computational teaching. In this article we propose to introduce an epistemological investigation of the physical concepts operating within quantum mechanics, at second-year level, by taking an interest in the delicate so-called measurement problem. We hypothesize that lecturers could approach this investigation via a realistic fiction narrative, G. Egan’s novel Quarantine. We draw on a theoretical framework, derived from Lewis' work, to show the relevance of this novel for use in a second-year quantum mechanics course.

Since 2009, more and more teachers at the Université de Sherbrooke and from other insitutions have been asking for the training offered by the Microprogramme en pédagogie de l’enseignement supérieur, during which they are invited to immerse themselves in a reflective process centered on student learning. What are the impacts of this “long term” program? The purpose of this study is to verify the impact of this training program on the motivation and learning strategies of the students of teachers who received this training. Perceptual data collected from 252 students from diverse disciplinary backgrounds enrolled in six programs (enseignement préscolaire et primaire, enseignement collégial, politiques appliquées, chimie, informatique et génie) shows that teachers trained in higher education pedagogy offered lectures and activities that helped keep their students motivated throughout the semester. More specifically, the data reveal that teachers coming from the programs “enseignement préscolaire et primaire”, as well as “enseignement au collegial” have also used active learning that supports the development of contextualization, information selection and monitoring strategies in their students.

The objective of this systematic literature review is to verify the links between student learning strategies, perception of learning assessment (attraction and belief) and academic adjustment in the context of retention in Higher Education. Based on Gough's (2007) systematic literature review approach, 21 scientific papers published between 2006 and 2017 which is presenting studies with Higher Education students were selected. The results confirm the existence of links between learning strategies and perception of learning assessment, between learning strategies and academic adjustment, but no links between perception of learning assessment and academic adjustment. There is also a lack of study that can confirm or invalidate the links between the three concepts.

enThe project PedagInnov is an experimentation of the flipped classroom in higher education. It is part of a ministerial educational project Individualisation, diversification, evaluation and mentoring (IDEA), which has been developed since 2012 by the COMUE of the University Paris-Est. Ten academics have accepted to change their traditional courses into flipped classrooms. We have focused on the following question: how could we encourage students’ engagement in an educational innovation such as the flipped classroom? To answer the question, we interviewed 13 students and 7 academics who have chosen to test the flipped classroom. We have identified three main sources of implication of students: the posture of the mentor teacher, resources and supports, and evaluation.

enThe paper questions the uneven access of higher institutions to the process of internationalization by updating practices, mindsets and strategies of institutions which reveal various degrees of international openness.The analysis of the differentiated involvement of French higher institutions in the European doctorate program ERASMUS MUNDUS allows some distancing from current rhetoric and slogans serving performative functions such as « World-class university ». The objective is to understand what prompted some higher education establishments to collaborate to create common doctorates and offer the training, and on the contrary, what prevented others from doing so.

This study analyses the effects of examples used in an oral speech on their audience. Based on a previous research, three hypotheses were tested : (1) Using examples has cognitive effects, the magnitude of these effects differs according to the examples properties; (2) Using examples has motivational effects, the magnitude of these effects differs according to the examples properties; (3) Intrinsic characteristics of the example may reinforce the student’s sense of familiarity with regard to the example, and that student’s sense of familiarity is correlated with cognitive and motivational effects.In order to test these hypotheses, an experimental study has involved 229 university students. They have been allocated in 9 groups. Each group has seen a short video were a theoretical concept was defined. Next, each group was exposed to a second video where a specific example was used to illustrate the theoretical concept. Cognitive and motivational impacts have been measured via questionnaires submitted after the videos.Our results suggest that using examples had a significant effect on comprehension, memorization and motivation compared with the use of a theoretical concept only. More specifically, we observed also that certain kind of examples were more efficient than others to foster to comprehension (hypothesis 1) and to raise up motivation (hypothesis 2). Some intrinsic characteristics of the example had a significant impact on the student’s sense of familiarity with the example. We also noticed that the sense of familiarity for the example was a motivating factor (hypothesis 3).

In the last few years, the higher education sector has considerably evolved, following a number of factors such as democratization, access massification, as well as the evolution of learning practices of students due to the invasion of digital culture. These catalysts push the teaching practices of teachers to be questioned and specially to change. We propose in this context to use the flipped classrooms to reinforce the preliminary preparation of practical work. To do this, we have set up an online self-training based on an educational scenario of the learning in question. A first experimentation of the proposed approach took place during the academic year 2017/18 concerning the practical work of "electromagnetism in a vacuum" on behalf of students registrated in semester 3. This methodology also introduces emphasis on the reciprocity of the link between quality and effectiveness of the pedagogical practice adopted on the one hand and learning of students on the other hand through a satisfaction survey. The analysis of the different results obtained is very encouraging and reveals the points to be improved at the level of our learning approach.

Mobility and the integration of international students into the French higher education system is both an institutional and linguistic issue. How do French-as-a-foreign-language teachers and institutions adapt to the specific needs of allophone students within degree programs? How do they help allophone students follow lectures and take notes during these? The Unipad project at the Institut d’Études Politiques de Lyon (IEP), tested an innovative method to offer linguistic – but also methodological and socio-emotional – support during degree course lectures. This synchronous collaboration application between allophone and francophone students aims to support the note taking activity of international students and, more broadly, their inclusion in our institutions.

Pedagogical innovation is perceived as a general injunction in higher education today. However, when we examine discourse and practice, we find that this expression covers a range of quite different realities in terms of ends, usage and ideological concepts. This is a study of the proceedings of the colloquium Questions de pédagogie dans l’enseignement supérieur, « Innover : comment et pourquoi ? » (“Pedagogical Issues in Higher Education, “Innovate : why ? How ?”), using the discourse analysis method, to reveal the concepts conveyed by pedagogical practitioners, teachers and researchers. This study highlights the most common characteristics of what the authors consider to be pedagogical innovation, around the production of tools and the will to adapt the students to contemporary social, economic and cultural realities. A widely-shared, pragmatic and positivist approach is apparent, presenting pedagogical innovation as an adaptation to the market conditions of higher education and employment, rather than a means of intellectual and moral emancipation of the students.

In this systematic literature review, we focused on participants’ learning process while doing activity analysis of their practice on videos in an higher education context. On 576 documents taken in 8 databases, 12 articles have been selected. The studies had to be conducted within a paradigm of interpretative research. The cognitive, emotional and practical dimensions of learning expressed by the subject analyzing their practice on video has been studied. We acknowledge that the literature used focused on specific elements of each dimension instead of the combination of mutual influence from the three dimensions in a holistic perspective of the learning process.

Many spheres of society put pressure on higher education so that the needs of the learner are better taken into account. The flipped classroom could have positive impacts on both learning and learner satisfaction. This article presents an overview of the research on flipped classroom in higher education. For this review we have selected articles related to the post-secondary level in a variety of disciplines from the years 2000 to 2015. The results show the positive impacts and the limits of such an approach with an emphasis on the point of view of teachers and students. Recommendations have been formulated based on the survey of literature. The article provides a theoretical base to fully understand the flipped classroom in action and a tool to ease its mobilization in any discipline.

The development of distance learning in higher education raises the question of the nature and validity of evaluation practices of teachers in a context where the nature of the collected data, the scope and credibility of their interpretation and the procedures to communicate results to the students remain subject to requirements framed by collective standards. To enlighten the institutional choices about distance learning evaluation in the faculties of the Université de Sherbrooke, a survey of evaluation practices was conducted through focus groups of 25 participants from its nine faculties, and who agreed to participate in the research. The results of this survey are presented along with their analysis in the light of a review of writings concerning the typology of the instruments used.

In this paper we describe a research and development project dedicated to implement a program approach for a new Master degree program at the ENS of Lyon. This work contributes to the DevSup project dedicated to the modelling, design and conception of a techno-pedagogical setting for supporting such a program approach. One result of the DevSup project consists of the development of an online application named ALOES (Online Assistant for the Operationalization of Higher Education). ALOES enables the formalization and the spread of the Master’s curriculum to the members of the educational team and the students. As an online curriculum editing tool, ALOES also enables the sharing of course syllabus, skills compendium, learning situations for the different teaching units. The results presented here have been collected after the project’s first year. We analyze the characteristics of the curriculum designed by the educational team and the discourses of the instructors involved in the teaching unit. Our results demonstrate the efficiency of ALOES for the design of a good quality curriculum and also underline the importance of the support provided by the pedagogical advisor and by the head of the Master degree. We emphasize the strengths and weaknesses of ALOES and what should be revised for the next version. We also point out which elements should be taken into account for the use of the application in different contexts, in particular in regards to the training of the pedagogical advisors as users.

The integration and use of technologies for pedagogical purposes are, with a few exceptions, not really present in the training of the future primary and secondary school teachers. Nowadays, though, the teaching profession is more and more complex and requires the mastery of those technologies, whether it is to teach or to accompany the students in their use of digital technologies. Moreover, the students – and future teachers – resort to digital tools and services in order to create or to organize their personal learning environment (PLE). However, many studies show that those students don’t have the skills needed to optimally manage this environment. Therefore, when they enter higher education, they need a pedagogical help and support in order to choose appropriate tools to reach their learning objectives. Through a questionnaire survey, this study aims to determine the representations of the « teachers’ instructors » concerning their students’ PLE, as well as to have a look at the pedagogical approaches they implement to accompany their students in the production of PLE. This paper offers a first inventory that allows understanding what the PLE of their students mean to them and how they help their students preparing those PLE.

In the early 2000s, the French Ministry of Education decided to generalize the evaluation to all of the university institutes of technology (UIT). The preferred plan is the result of a co-construction between its departments and the main actors of the UITs national network. The UITs national advisory committee - an authority that associates academics and representatives of the economic world which is already in charge of the programs’ follow-up and renovation – has been entrusted with the management of the new plan. In March 2014 and after those conducted between 2001 and 2013, the Ministry decided to undertaken the fourth campaign of evaluation. If the initiative knew some adjustments according to the waves of evaluation, it had not been the object of a thorough examination to this day. The ambitions initially showed as well as the sizing of the plan, the number of participants mobilized, both on the side of the evaluators and on the side of the evaluated, but also the questions generally aroused by the implementation of evaluative initiatives justify that we return on an experience used for more than fifteen years.

To provide quality training to meet expectations and needs of future professionals, many higher education institutions choose to develop instructional or curriculum innovations in undergraduate programs. The goals of this paper are both to define innovation in higher education, particularly in a collective way, and to present the model of innovational dynamics drafted by researchers of the Centre de d’études et de recherche en enseignement supérieur. For this, we consider innovation as a process, characterized by generation, acceptance and implementation of change through new ideas, processes, products or services, and conducted by actors in a collective development. The framework we have elaborated is designed for educational purposes and not technological purposes.

Many higher education institutions have been developing equal opportunities programmes. In this text, the topic addresses gender as a dimension of teaching effectiveness. The project e-qual carried out at the University of Fribourg (Switzerland) involved several departments and received the support of the University’s Rector office. The project promotes teachers’ awareness of gender issues in order to improve the quality of education working both at individual and institutional level. Designing new gender-related modules for the university’s training programme Did@cTIC, and elaborating a self-evaluation questionnaire on gender issues in teaching are concrete elements implemented throughout the programme. At the institutional level, changes introduced have been accepted, recognized, and supported by the different departments involved in the project. Nevertheless extending gender issues in teaching for most of the academic staff requires further efforts.

A recent visual creative activity carried out during a continuous education programme for teachers in higher education enhances reflective practice regarding professional development. Teachers were asked to draw their professional path as they would draw a route map. On the basis of this drawing, they were able to highlight the levers and obstacles in their professional development and then clarify their perspectives in terms of professional growth. This analysis was emphasized using a theoretical framework and exchanges in teams of two. All activities comprised an effective and stimulating preparation for writing a portfolio in which the teachers analyzed their professional practices and development. This article describes the theoretical framework and methods used during these activities; it then analyzes the results obtained based on the study of the various drawings made by the teachers and on an evaluation survey.

This review of the literature was carried out in order to assess the impact of mentoring in educational settings and in particular mentoring addressing faculty in early stages of their academic career and the necessary requirements for implementing programmes. The main issues raised by our study indicate that as far as informal mentoring and formal mentoring are concerned there is no definite answer regarding the efficiency of one over the other. Furthermore despite contrasted views in the literature, it seems that mentoring does have a positive impact on professional development of early stage academics for most of the components of their professorial function including teaching. Last of all experiences carried out in various institutions allowed us to examine implementation and practise in mentoring and to devise a framework comprising three steps.