Pratiques pédagogiques de la plateforme de cours en ligne par les enseignants universitaires : cas de l’université Abou Bekr Belkaid Tlemcen

Abstract EN

The establishment of an online course platform in addition to classes in university raises the question of relationship between this online course device and the perception that the teacher may have.

This article discusses the pedagogical practices of the online course platform, the mediation activities that teachers do for the use of the platform by students, and the understanding of the meanings teachers give to their teaching practices.

The sociology of usage was chosen as a theoretical and methodological tool to shed light on the complex relationship between teachers and the technical devices of online courses.

Focusing on teachers' perceptions, we conducted 13 semistructured interviews at Abu Bekr Belkaid University in Tlemcen.

Our analysis was based on the theories of the personal epistemology of actors on their pedagogical practices.

The results show a disparity of platform practices, several mediation activities for the use of the platform by the students and the existence of three dimensions of beliefs influencing pedagogical platform practices: epistemic, identity and social.