Un cadre pour le développement éthique de cours en ligne avec une conception universelle de l'apprentissage
DOI :
https://doi.org/10.21432/cjlt28960Mots-clés :
intégrité académique, cours hybrides, équité, inclusion, en ligne, enseignement, conception universelle de l’apprentissageRésumé
Les établissements d'enseignement postsecondaire reconnaissent de plus en plus l’importance de concevoir des expériences d’enseignement qui reflètent la diversité des identités et des expériences de vie des personnes étudiantes. Alors que les inscriptions aux cours en ligne continuent d’augmenter, il devient essentiel de se pencher sur la façon dont la conception des cours peut soutenir efficacement cette population étudiante diversifiée. La conception traditionnelle des cours ne tient souvent pas compte de la grande diversité des parcours des personnes étudiantes, ce qui crée des obstacles à la réussite et à l’inclusion. Pour combler cette lacune, nous proposons un cadre de conception des cours en ligne qui priorise l’inclusivité, la flexibilité et les considérations éthiques. Ce cadre à trois niveaux intègre systématiquement les principes de la conception universelle de l’apprentissage aux valeurs d’intégrité académique et aux principes d’intégrité académique autochtones, fournissant ainsi aux personnes enseignantes des orientations pratiques pour créer des environnements d’apprentissage en ligne éthiques et de soutien qui favorisent l’autonomie des personnes étudiantes tout en maintenant les exigences académiques.
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© Lorelei Anselmo, Sarah Elaine Eaton 2025
Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale 4.0 International.
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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.
