POINTS DE VUE D’ÉTUDIANTS SUR DEUX DISPOSITIFS D’APPRENTISSAGE INNOVANTS

Abstract

University teachers are nowadays confronted with various issues that
encourage changes in the educational methods of their teaching. First, they find themselves
today faced with heterogeneous audiences (social backgrounds, educational and personal backgrounds, rhythms ...).
They are faced with students who do not experience the same difficulties at university: difficulties adapting to university life (Coulon, 1997), methodological difficulties (Delhaxhe et al.,
2011), blockage with theoretical lessons, personal hazards ... University teachers
are also faced with injunctions to educational innovation (Choplin et al., 2007;
Rorh, Veyrunes, 2015) and to a digital imperative (Massou, Lavielle-Gutnik, 2017): testify
in particular the craze for digital campuses or the Massive Online Open Courses
(MOOC). Thus, teachers must adapt their teaching methods (Toullec, 2016) and
often deal with the material constraints (equipment, resources, etc.) available in their
establishment. In addition, in the current university context, they are invested with missions focusing on
- or even prioritizing - the professionalization and employability of students (Gachassin et al., 2013).