Digital and institutional social networks: between tension and adaptation to ensure pedagogical continuity in higher education, before, during and after the health crisis of March 2020

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Résumé

The unexpected situation caused by the COVID-19 pandemic forced an immediate shift to
distance learning (DL) for all courses in order to ensure educational continuity at
French universities on Saturday, March 14, 2020. In the absence of suitable institutional tools at the start of the
first lockdown, instructors had to quickly find technical solutions to
compensate for the lack of in-person instruction and thus turned to social media and
collaboration platforms such as Discord, Teams, Zoom, Pronote, Google Drive/Meet, etc. These tools then
came into conflict with those mandated by the institution: BBB, Via, Moodle, DigitalUni, etc. To
better understand the choices made by faculty and students and to observe the tensions and
adaptations surrounding their successive adoptions, we sent them two questionnaires
designed as mirror images to cross-reference their perspectives. The selected sample consists of faculty and students
from the Faculty of Physics and Engineering at the University of Strasbourg. The analysis of intended uses
allows us to address the issue of coordinated use of these tools and to suggest
ways to improve in this regard

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Mots-clés

distance education training, Covid-19, use of technological tools (Discord, Teams, Zoom, Pronote, Google Drive/Meet, BBB, Via, Moodle, DigitalUni)