Abstract

Since the spring 2020 and the lockdown due to the coronavirus, teachers’ pedagogical practices have been disrupted. In France, University Institutes of Technology (UIT) are also concerned by the switch to distance learning. How has this situation affected their professional practices? Our analysis reveals a series of pedagogical and didactic changes related to course design and student supervision. Our contribution proposes to document these changes empirically, through an exploratory study of 61 responses from a questionnaire sent to teachers in a University Institute of Technology in the south of France in June 2020.