De l’utilisation contrainte de la formation à distance à la « normalisation » des pratiques? Une étude de cas à l’Université de Moncton, campus de Shippagan

Abstract

By necessity, distance learning (DL) was implemented broadly and rapidly in universities during the pandemic crisis. This article shows that this had a significant impact on how distance-learning tools were perceived. Although teachers now feel somewhat more competent in implementing DL, their acceptance of DL technology and the value they place on its use have subsided with the return to the classroom. While this does not mean that teachers are simply rejecting distance learning, they seem to be seeking a new balance.