Authors:
Nicole Racette
1
;
Bruno Poellhuber
2
and
Marie-Pierre Bourdages-Sylvain
1
Affiliations:
1
École des Sciences de l’Administration, Université TÉLUQ, 455, rue du Parvis, Québec and Canada
;
2
Faculté des Sciences de l’Éducation, Université de Montréal, 2 900 boulevard Édouard-Montpetit, Montréal and Canada
Keyword(s):
Online Courses, Teaching Task, Post-secondary Education, Bimodal Institutions.
Related
Ontology
Subjects/Areas/Topics:
Computer-Supported Education
;
Distance Education
;
Ubiquitous Learning
Abstract:
This research aims to identify the approaches used in online courses and their impact on the task of online teaching in three post-secondary institutions in Quebec. From 32 individual interviews and 6 group interviews, results show that courses are offered for continuous enrollment in two institutions, and in cohort for the third. In each of these institutions, these courses are offered asynchronously and are mainly focused on independent learning. The teaching task usually found in the classroom is subdivided, for online courses, into a design task and a student supervisory task that are not performed by the same people. In two institutions, course design is done by external staff and course management is done by specialists rather than the designers. In the third institution, regular teachers design the courses; they also manage their courses after they have been put online, as well as managing the student support staff. Following these results, we present the advantages and disadv
antages of elearning on the task of teaching in Quebec.
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