Enquêtes caractéristiques des environnements d'apprentissage pendant la pandémie de COVID-19 : Une revue systématique
DOI :
https://doi.org/10.21432/cjlt28051Mots-clés :
environnement d'apprentissage traditionnel, environnement d'apprentissage en ligne, environnement d'apprentissage social, tendances technologiques éducatives, COVID-19Résumé
Le changement majeur des environnements d'apprentissage pendant la pandémie de COVID-19 a mis en évidence l'importance de l'apprentissage virtuel et a conduit à des environnements d'apprentissage plus interactifs. L'adoption rapide de l'apprentissage interactif en ligne et social dans de nombreuses universités du monde entier a soulevé des défis et souligné l'importance d'étudier différents environnements d'apprentissage. Cet article étudie la transition accélérée dans l'éducation, des environnements d'apprentissage traditionnels aux environnements d'apprentissage sociaux et innovants en passant par les environnements d'apprentissage en ligne, ainsi que les dernières tendances de ce changement. Les étapes de la transition ont été divisées en trois parties : avant, pendant et après la pandémie de COVID-19, qui a été la raison de ce changement accéléré. Les caractéristiques de chaque étape de la transition ont été analysées et discutées, en fonction des facteurs suivants : l'espace éducatif et les salles de classe, le processus d'apprentissage et d'enseignement, les choix curriculaires, les applications des technologies de l'information et de la communication, les perceptions des étudiants et des éducateurs, les approches éducatives et la transformation des connaissances. Une approche de revue systématique a été utilisée pour étudier les environnements d'apprentissage en se basant sur les revues de littérature des publications précédentes. L'analyse de ces caractéristiques a révélé les principales caractéristiques et différences de chaque étape. Les nouvelles tendances des environnements d'apprentissage en ligne et des environnements d'apprentissage sociaux et innovants, notamment les plateformes en nuage, les cours en ligne ouverts et massifs (MOOCs), les systèmes de gestion de l'apprentissage numérique, les ressources éducatives ouvertes, les pratiques éducatives ouvertes, le m-learning et les applications de réseaux sociaux, ont été identifiées dans le cadre de cette étude. Enfin, cette étude formule deux recommandations : l'adoption d'environnements d'apprentissage en ligne et d'applications d'environnements d'apprentissage social et innovant pour poursuivre le processus d'apprentissage en ligne pendant la pandémie, et l'utilisation accrue des environnements d'apprentissage en ligne et des applications d'environnements d'apprentissage social et innovant à l'avenir par les établissements d'enseignement et les gouvernements.
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