Leaders en d’apprentissage : cadres d'enseignement et d'apprentissage en flux influencés par la pandémie mondiale
DOI :
https://doi.org/10.21432/cjlt28070Mots-clés :
leaders d'apprentissage, cadres théoriques appliqués au numérique, impact de la pandémie, réalignements éducatifsRésumé
Cet article s'appuie sur le travail du TWG2 d'EDUsummIT2019, qui s'est concentré sur "L'apprentissage en tant que leaders d'apprentissage : Comment le leadership en matière d'apprentissage émerge-t-il au-delà des modèles d'enseignement traditionnels ?" En utilisant les cadres théoriques bien établis d'Entwistle (1987) et Shulman (1987) nous avons repéré les influences les plus significatives sur la façon dont les leaders d'apprentissage doivent s'adapter à l'augmentation spectaculaire de l'apprentissage en ligne réalisé à distance. Il s'agit, entre autres, des influences majeures sur les connaissances antérieures, la confiance en soi, les habiletés et les motifs des apprenant·e·s, ainsi que des changements entre l'apprentissage initié par les enseignant·e·s et celui initié par les apprenant·e·s.
L'un des avantages identifiés est que la COVID-19 a entraîné une montée en compétence numérique massive des personnes dans toutes les sphères sociétales, des enfants aux grands-parents, des médias aux consommateurs, et des décideurs politiques aux praticiens. Aucun des alignements ou des facteurs repérés dans cet article n'est statique et les leaders d’apprentissage doivent reconsidérer en permanence ces facteurs pour obtenir de bons résultats d'apprentissage. Les défis que doivent relever les éducateur·rice·s dans ce monde en mutation sont en constante évolution, avec une société de plus en plus informatisée dans tous les secteurs formels et informels de l'éducation, ce qui, avant la COVID-19, dépassait nos attentes les plus folles.
Références
Banerji, S. (2016). Factors and barriers influencing the uptake of continuing professional development through distance education courses for professional dentists (Publication No. 10584319) [Doctoral dissertation, University of London King’s College]. ProQuest Dissertations and Theses Global.
Basilaia, G., & Kvavadze, D. (2020). Transition to online education in schools during a SARS-CoV-2 Coronavirus (COVID-19) pandemic in Georgia. Pedagogical Research, 5(4), Article em0060. https://doi.org/10.29333/pr/7937
Bawane, J., & Spector, J. M. (2009). Prioritization of online instructor roles: implications for competency‐based teacher education programs. Distance Education, 30(3). 383-397, https://doi.org/10.1080/01587910903236536
Beaty, E., Gibbs, G., & Morgan, A. (1997). Learning orientations and study contracts. In F. Marton, D. J. Hounsell, & N. J. Entwistle (Eds.), The experience of learning, (2nd ed., pp. 72–88). Scottish Academic Press. http://www.tla.ed.ac.uk/resources/EoL.html
Chang, C. -T. (2020). An analysis of discipline and personality in blended environments: Do they interact differently in the teaching, cognitive, and social presences? Canadian Journal of Learning and Technology, 46(1). https://doi.org/10.21432/cjlt27883
Cox, M. J. (1983). Case study of the application of computer based learning. In N.J. Rushby (Ed.), Computer based learning - State of the art report (pp. 31-46). Pergamon.
Cox., M. J. (1987). CAL and the Future in Plomp, T., Van Deursen, J., and Moonen, J. (Eds.), Computer Assisted Learning for Europe. Elsevier Science Publishing.
Cox, M. J. (2013). Formal to informal learning with IT: Research challenges and issues for e-learning. Journal of Computer Assisted Learning, 29(1), 85–105. https://doi.org/10.1111/j.1365-2729.2012.00483.x
Cox, M. J., & Marshall, G. (2007). Effects of ICT: Do we know what we should know? Education and Information Technology, 12(2), 59‑70. https://doi.org/10.1007/s10639-007-9032-x
Cox, M. J., Niederhauser, D. S, Castillo, N., McDougall, A. B, Sakamoto, T., & Roesvik, S. (2013) Researching IT in Education. Journal of Computer Assisted Learning, 29(1), 474-486. https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.12035
Dexter, S. (2018). The role of leadership for information technology in education: Systems of practices. In J. Voogt, G. Knezek, R. Christensen, & K.W. Lai (Eds.), Second handbook of information technology in primary and secondary education, (pp. 1-16). Springer. https://doi.org/10.1007/978-3-319-53803-7_32-1
Eickelmann, B. (2018). Cross national policies on information and communication in primary and secondary schools: An international perspective. In J. Voogt, G. Knezek, R. Christensen & K.W. Lai (Eds.), Second handbook of information technology in primary and secondary education (pp. 1221-1380). Springer. https://doi.org/10.1007/978-3-319-71054-9_84
Entwistle, N. J. (1987). A model of the teaching-learning process. In J. T. E. Richardson, M. W. Eysenck, and D. Warren-Piper (Eds.), Student learning: Research in education and cognitive psychology (pp. 13–28). SRHE & Open University Press.
Entwistle, N., & Peterson, E. (2004). Conceptions of learning and knowledge in higher education: Relationships with study behaviour and influences of learning environments. International Journal of Educational Research, 41(6), 407-428. https://doi.org/10.1016/j.ijer.2005.08.009
Fisser, P., & Phillips, M. (2020). EdusummIT E-book: Learners and learning contexts: new alignments for the digital age. https://edusummit2019.fse.ulaval.ca/files/edusummit2019_ebook.pdf
Gormley, D. K., Colella, C., & Shell, D. L. (2012). Motivating online learners using attention, relevance, confidence, satisfaction motivational theory and distributed scaffolding. Nurse Educator, 37(4), 177-180. https://doi.org/10.1097/NNE.0b013e31825a8786
Huang, R. H., Liu, D. J., Tlili, A., Yang, J. F., Wang, H. H., et al. (2020). Handbook on facilitating flexible learning during educational disruption: The Chinese experience in maintaining undisrupted learning in Covid-19 outbreak. Smart Learning Institute of Beijing Normal University. https://iite.unesco.org/wp-content/uploads/2020/03/Handbook-on-Facilitating-Flexible-Learning-in-COVID-19-Outbreak-SLIBNU_V2.0_20200324.pdf
Hussar, B., Zhang, J., Hein, S., Wang, K., Roberts, A., Cui, J., Smith, M., Bullock Mann, F., Barmer, A., & Dilig, R. (2020). The Condition of Education 2020 (NCES 2020-144). U.S. Department of Education, National Center for Education Statistics. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2020144
Jiang, Y., Lee C-K. J., Wan, Z.H., & Chen, J. (2021). Stricter teacher, more motivated students? Comparing the associations between teacher behaviors and motivational beliefs of western and east Asian learners. Frontiers in Psychology, 11, 564327. https://doi.org/10.3389/fpsyg.2020.564327
Jones, A., Scanlon, E., & Charitonos, K. (2018). Learning across locations and settings. In R. Luckin (Ed). Enhancing learning and teaching with technology (pp.176-197). UCL IoE. Press.
Khine, M.S., Afari, E., & Nagla, A. (2019). Investigating technological pedagogical content knowledge competencies among trainee teachers in the context of ICT course. Alberta Journal of Educational Research, 65(1), 22-36. https://doi.org/10.1037/t73466-000
Kumpulainen, K., & Sefton-Green. J. (2012). What is connected learning and how to research it? International Journal of Learning and Media, 4(2), 8-18. http://dx.doi.org/10.1162/IJLM_a_00091
Lafortune, A-M., & Lakhal, S. (2020). Differences in students’ perceptions of the Community of Inquiry in a blended synchronous delivery model. Canadian Journal of Learning and Technology, 45(3). https://doi.org/10.21432/cjlt27839
Laferrière, T. (2017). Les défis de l’innovation selon la théorie de l’activité : Le cas de l’école (éloignée) en réseau. Revue canadienne de l’éducation, 40(2), 1-30. http://journals.sfu.ca/cje/index.php/cje-rce/article/view/3110/2412
Laferrière, T., & Breuleux, A. (2002). Leadership issues and challenges in telelearning and teacher education. Journal of Information Technology and Teacher Education, 11(3), 335-354. https://doi.org/10.1080/14759390200200143
Laurillard, D., Oliver, M., Wasson, B., & Hoppe, U. (2009). Implementing technology-enhanced learning. In N. Balacheff, S. Ludvigsen, T. de Jong, A. Lazonder, & S. Barnes (Eds.), Technology-enhanced learning (pp. 289-306). Springer. https://doi.org/10.1007/978-1-4020-9827-7_17
Luo, H., Li, G., Feng, Q., Yang, Y., & Zuo, M. (2021). Virtual reality in K-12 and higher education: A systematic review of the literature from 2000 to 2019. Journal of Computer Assisted Learning, 1-15. https://doi.org/10.1111/jcal.12538
Merritt, J., Wylde, G., Bettinger, K, Mesirow, R., Yaung, D., & Wang, W. (2020). State of the connected world 2020 edition: Insight report, December 2020. World Economic Forum in collaboration with the Global Internet of Things Council (PwC). http://www3.weforum.org/docs/WEF_The_State_of_the_Connected_World_2020.pdf
Perse School. (2020) https://www.perse.co.uk/homelearn/.
Reimers, F. M., & Schleicher, A. (2020). A framework to guide an education response to the COVID_19 Pandemic of 2020. https://globaled.gse.harvard.edu/files/geii/files/framework_guide_v2.pdf
Resta, P., Searson, M., Patru, M., Knezek, G., & Voogt, J. (2011). Building a global community of policy makers, researchers and teachers. Summary report of Edusummit2011 and Call to Action. Journal of Computer Assisted Learning.
Rogoff, B., Matusov, E., & White, C. (2018). Models of Teaching and Learning. The Handbook of Education and Human Development (pp. 373–398). https://doi.org:10.1111/b.9780631211860.1998.00019.x
San Diego, J., Cox, M. J., Quinn, B. F. A., Newton, J. T., Banerjee, A., & Woolford, M. (2012). Researching haptics in higher education: The complexity of developing haptics virtual learning systems and evaluating its impact on students’ learning. Computers & Education. 59(1), 156-166. https://doi.org/10.1016/j.compedu.2011.11.009
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23. https://doi.org/10.17763/haer.57.1.j463w79r56455411
Sintema, E. J. (2020). Effect of COVID-19 on the performance of grade 12 students: Implications for STEM education. EURASIA Journal of Mathematics, Science and Technology Education, 16(7) Article em1851. https://doi.org/10.29333/ejmste/7893
Tran, T., Hoang, A. -D., Nguyen, Y. -C., Nguyen, L. -C., Ta, N. -T., Pham, Q.- H., Pham, C.- X., Le, Q.-A., Dinh, V. -H., & Nguyen, T.-T. (2020). Toward sustainable learning during school suspension: Socioeconomic, occupational aspirations, and learning behaviour of Vietnamese students during COVID-19. Sustainability, 12(10), 4195. https://doi.org/10.3390/su12104195
UNESCO. (2020). Response to COVID 2020. https://en.unesco.org/covid19/educationresponse/nationalresponses
Voogt, J., & Knezek, G. (2008). International handbook of information technology in primary and secondary education. Springer.
Voogt, J., Knezek, G., Christensen, R., & Lai, K-W. (2018). Second international handbook of information technology in primary and secondary education. Springer.
Wang, G., Zhang, Y., Zhao, J., Zhang, J., & Jiang, F. (2020). Mitigate the effects of home confinement on children during the COVID-19 outbreak. The Lancet, 395(10228), 945-947. https://doi.org/10.1016/S0140-6736(20)30547-X
Webb, M., & Cox, M. J. (2004). A review of pedagogy related to ICT. Technology, Pedagogy and Education, 13(3), 235-285. https://doi.org/10.1080/14759390400200183
Wong, C. P., & Ng, D. (2020). The roles of school leaders in developing future-ready learners: The case of Singapore. International Journal of Educational Management, 35(1), 249-269. https://doi.org/10.1108/IJEM-06-2020-0283
Zhang, W., Wang, Y., Yang, L., & Wang, C. (2020). Suspending classes without stopping learning: China’s education emergency management policy in the COVID-19 outbreak. Journal of Risk and Financial Management, 13(3), 55. https://doi.org/10.3390/jrfm13030055
Téléchargements
Publié-e
Numéro
Rubrique
Licence
© Margaret Cox, Barry Quinn 2021
Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale 4.0 International.
Droits d’auteur
Les auteurs conservent le droit d'auteur et accordent le droit de la première publication de la revue avec le travail simultanément sous une licence Creative Commons Attribution - Pas d’Utilisation Commerciale 4.0 International (CC-BY-NC 4.0) qui permet aux autres de partager le travail avec une reconnaissance de la paternité de l'œuvre et la publication initiale dans ce journal.
