Conception d'apprentissage pour la co-agence enseignant-élève dans les espaces hybrides
DOI:
https://doi.org/10.51657/ric.v7i1.51883Keywords:
technologie émergente, hybridité, agence, zonne de possibilité, enseignants-élèvesAbstract
Cet article est une réflexion sur la conception d'apprentissage hybride axée sur la co-agence entre enseignants et étudiants. La question de recherche est la suivante : comment la conception de l'apprentissage avec la technologie pourrait-elle tirer parti de l'hybridité de l'environnement d'apprentissage et de la co-agence des enseignants et des étudiants pour l'apprentissage post-pandémique ? Pour répondre à cette question, nous examinons les publications académiques pour des études connexes afin de dériver d'éventuels principes de conception d'apprentissage post-Covid pour répondre à la question de recherche. Conformément à l'objectif de bridging hybridity, nous nous appuyons sur des études impliquant différentes technologies émergentes dans deux contextes différents : la France et Singapour. Les implications pour l'hybridité, la co-agence et les zones de possibilité sont analysées. La discussion met l'accent sur la transformation virtuelle, matérielle et agentique dans la conception d'apprentissage hybride pour une conception d'apprentissage post-pandémique.
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