Quand flexibilité, structuration et variété s’articulent pour maintenir l’engagement des étudiants : récit d’expérience de la transformation d’un dispositif pédagogique à destination d’enseignants en formation initiale

Abstract

This article relates the experience of transforming a learning device intended for an adult audience involved in teaching training in the context of pandemic COVID-19. The device is presented in the form of asynchronous modules composed of various activities. They are available to students according to a defined schedule. Almost 90% of students have completed the course. It’s why a critical perspective questions the factors supporting student engagement in light of the PETTaL model (Mukherjee, 2013). After analysis, it appears that the articulation between audience specificities and technological aspects in a perspective of supporting differentiated learning contributed to student engagement.