Pédagogie universitaire

« Jonathan Golding conducted research on the effectiveness of attendance policies at getting students to come to class, their impact on course evaluations, and, most important, their effect on learning, as measured by course grades. A review of the literature allowed him to integrate his findings with those of others and offer some overall assessments and conclusions that serve to update our understanding of this widely used instructional policy. »

« To achieve the goal of having and making the best use of a highquality pool of skills, the Strategy suggests that a country must consider three policy levers: those that improve the quality and quantity of skills; those that activate the skills for the labour market; and those that ensure that skills are used effectively on the job. »

«Universities should be at the cutting edge. They should develop their capacity for anticipation so that they are able to respond to the trust placed in them by society, acting as a compass that guides society's progress and wellbeing. Universities should have a long-term vision, nurture innovation and foster creativity. Universities of this type do not need to pause to institute reform, nor do they need a new academic leader, because reform and innovation come naturally to them.»

«Dans cette synthèse, nous proposons diverses approches méthodologiques, illustrées d'applications concrètes dans le contexte de la mise en place de dispositifs hybrides sur une plateforme d'eLearning, afin de mieux comprendre les rapports systémiques entre des configurations technologiques (outils, usages) et leurs impacts sur l'apprentissage des étudiants et sur le développement professionnel des enseignants du supérieur. Des pistes sont ouvertes afin de mieux comprendre ces rapports interactifs et de définir ainsi des perspectives pour des recherches plus fines et mieux circonstanciées.»

"Qu'allez- vous trouver sur ce site ? * Des témoignages filmés d'enseignants, des différents secteurs de l'Université catholique de Louvain, qui utilisent différentes méthodes d'enseignement ou différentes combinaisons de méthodes dans le cadre de la formation centrée sur l'apprentissage de l'étudiant. * Une représentation graphique des différentes méthodes pédagogiques utilisées par les enseignants de l'enquête. * Une occasion d'apporter vos questions, commentaires, expériences par rapport aux méthodes pédagogiques et les manières de les combiner. "

Ce guide a pour objectif de fournir aux doctorant·e·s des conseils pour franchir avec succès les étapes principales de l'entrée dans la vie de thésard·e et une boussole pour s'orienter dans le monde académique. Il s'adresse également aux personnes qui souhaitent s'engager dans un doctorat, mais qui hésitent encore. Elles y trouveront des informations pour les aider à prendre leur décision.

«Faculty members are far less excited by, and more fearful of, the recent growth of online education than are academic technology administrators, according to a new study by Inside Higher Ed and the Babson Survey Research Group. But professors are hardly the luddites many still assume them to be. Nearly half of the 4,564 faculty members surveyed, three-quarters of whom are full-time professors, said the rise of online education excites them more than it frightens them.»

«It doesn't seem surprising that someone who can set goals, visualize paths to achieve them, and summon the motivation to start down those paths would be more likely to succeed than someone who can't do those things. But measuring the potential effect of those characteristics - which together compose the characteristic of "hope" - is starting to become more clear. A growing (but still small) body of research is finding that students with high levels of hope get better grades and graduate at higher rates than those with lower levels, and that the presence of hope in a student is a better predictor of grades and class ranking than standardized test scores.

«Arizona State University, in coordination with Leuphana University in Germany, has launched an educational pilot project which will lay the groundwork for an intensive institutional collaboration in undergraduate education. Funded by a $900,000 award from the Mercator Foundation, the ASU-Leuphana program will focus on the topic "Sustainable Cities: Contradiction of Terms?" The program will utilize virtual conferencing using the technology of Vidyo, a revolutionary video conferencing platform, intensive writing assignments and student writing workshops, online exhibits, peer-to-peer mentoring, and in-person international exchange. This "global classroom" model tests traditional teacher-student roles, advances new, blended approaches to curriculum and teaching, and redefines the rules tying interdisciplinary liberal arts and sciences education to "place."»

«The purpose of this study was to assess the self-efficacy of nursing faculty and students related to their potential use of mobile technology and to ask what implications this technology has for their teaching and learning in practice education contexts. We used a cross-sectional survey design involving students and faculty in two nursing education programs in a western Canadian college. In January, 2011, 121 faculty members and students completed the survey. Results showed a high level of ownership and use of mobile devices among our respondents. The median mobile self-efficacy score was 75 on a scale of 100, indicating that both faculty and students were highly confident in their use of mobile technologies and prepared to engage in mobile learning.»

«Interaction is crucial to student satisfaction in online courses. Adding synchronous components (virtual classroom technologies) to online courses can facilitate interaction. In this study, interaction within a synchronous virtual classroom was investigated by surveying 21 graduate students in an instructional technology program in the southeastern United States. The students were asked about learner-learner, learner-instructor, learner-content, and learner-interface interactions. During an interview, the instructor was asked about strategies to promote these different forms of interaction. In addition, the academic, social, and technical aspects of interactions were examined in three course archives using Schullo's (2005) schema. Participants reported that the Wimba interface was easy to use and that various features, such as text chat and the webcam, facilitated interaction among the students and with the instructor in the virtual classroom. The importance of students' ability to receive immediate feedback and their experience as presenters was highlighted across the various kinds of interaction. The instructor's teaching style and visual presence were instrumental in engaging students with the content. The results suggest that student interaction, and hence learning, was aided by the live communication that occurred through the virtual classroom. This study has implications for those who are considering adopting virtual classroom technologies for their online or blended teaching.»

«E-learning has become an increasingly important teaching and learning mode in educational institutions and corporate training. The evaluation of e-learning, however, is essential for the quality assurance of e-learning courses. This paper constructs a four-phase evaluation model for e-learning courses, which includes planning, development, process, and product evaluation, called the PDPP evaluation model. Planning evaluation includes market demand, feasibility, target student group, course objectives, and finance. Development evaluation includes instructional design, course material design, course Web site design, flexibility, student-student interaction, teacher/tutor support, technical support, and assessment. Process evaluation includes technical support, Web site utilization, learning interaction, learning evaluation, learning support, and flexibility. Product evaluation includes student satisfaction, teaching effectiveness, learning effectiveness, and sustainability. Using the PDPP model as a research framework, a purely e-learning course on Research Methods in Distance Education, developed by the School of Professional and Continuing Education at the University of Hong Kong (HKU SPACE) and jointly offered with the School of Distance Learning for Medical Education of Peking University (SDLME, PKU) was used as a case study.»

«With the growth of online courses and programs in higher education, considerable concerns emerge about student feelings of isolation and disconnectedness in the online learning environment. A research study was conducted to develop and validate an instrument that can be used to measure perceptions of connectedness of students enrolled in online programs or certification programs in higher education. The instrument consists of 25 items and has four scales: (a) community, (b) comfort, (c) facilitation, and (d) interaction and collaboration. One hundred and forty-six online learners who were enrolled in courses at a Turkish university completed the online questionnaire. Results of a factor and reliability analysis confirmed that the instrument is a valid and reliable measure of students' perceived connectedness in an online certificate program.»

«Geoscience assistant professor Anne Egger took a class as an undergraduate at Yale University that examined how pure science connects to society. Not only did the class draw her in more dramatically than other classes had, it helped determine how she would engage future generations of students. [...] A course module she created, entitled Seismicity and Relative Risk, introduces students to real scientific data from the United States Geological Survey (USGS) and asks them to consider questions in which they have personal interest. Because of its effectiveness at bringing students into the world of real science and leading them to formulate questions stemming from their own curiosity, Egger's module has won the Science Prize for Inquiry-Based Instruction (IBI).

«The June-July issue of The Teaching Professor newsletter highlights a study in which MBA students were given weighting choices and doing so increased their interest in the course and in taking subsequent courses, as compared with MBA students not given a choice. It would seem sensible to assume that "interest" in a course means more time devoted to study and that should result in more learning. However, in this particular study, the grades of students with choice about assignment weights were virtually identical to the grades of those students without the choice. »

"Dans le prolongement d'un premier rapport rendu public en février 2010, sur l'équipement des écoles en outils numériques(« Réussir l'Ecole numérique »), M. Jean-Michel Fourgous, député des Yvelines, a été chargé par le Premier ministre d'une seconde mission portant sur l'innovation des pratiques pédagogiques par le numérique et la formation initiale et continue des enseignants, du primaire au supérieur."

Liste de liens utiles d'outils technopédagogiques.

"En partant d'une définition opérationnelle de ce que l'on peut entendre par pédagogie universitaire en France et en s'appuyant sur une recherche documentaire effectuée à partir de la base de données Francis ainsi que la consultation de programmes complets de différents colloques, cet article vise à mettre en perspective et à illustrer les principaux axes de recherche qui s'en sont dégagés."

« L'article a comme objectif de porter une appréciation de chaque composante de la compétence professionnelle à intégrer les TIC de 2 065 futurs enseignants québécois lors de leurs stages. Les résultats indiquent que sur les six composantes de la compétence, une est généralement maitrisée, quatre sont maitrisées partiellement et une reste à développer. »

"Ce numéro répond de manière nuancée et fondée théoriquement et empiriquement à des questions fondamentales : pourquoi les compétences à l'université ? Comment définir une compétence ? Comment l'évaluer ? Ne risque-t-on pas de tomber dans un écueil comportementaliste dénué de sens ? Nous espérons que le lecteur y trouvera autant d'intérêt que nous et remercions les auteurs de leur contribution à l'élaboration d'une base de connaissances fondée théoriquement et empiriquement bien utile au développement d'une pédagogie universitaire d'aujourd'hui."