Quelles pratiques adopter pour soutenir la qualité de la formation asynchrone en enseignement supérieur? Une réflexion pédagogique menant à une synthèse de critères de qualité

Abstract

As an outcome of the COVID-19 pandemic, distance learning has secured a permanent place in many higher education institutions, where it takes various forms: asynchronous, synchronous, hybrid, or hyflex. But how can we ensure that the courses offered provide a high-quality learning experience, especially in the case of asynchronous courses, which come with their own specific challenges? This pedagogical reflection aims to examine the criteria that may impact the quality of the learning experience in asynchronous online university courses, such as those offered by a Canadian higher education institution that has been dedicated to distance learning for over fifty years. It begins with a literature review on the themes of distance education quality and quality criteria in order to identify standards guiding the design and delivery of asynchronous courses. Next, a multidisciplinary team involved in asynchronous online courses design reviewed a preliminary list of criteria to discuss its relevance and to develop it further. Ultimately, this pedagogical reflection led to the development of a resource providing a theoretical foundation for ongoing reflection by practitioners interested in the quality of asynchronous online courses in higher education.