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  1. 2 Neofilolog

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  1. 2 Widła H.

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  1. 1 2022

  2. 1 2021

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Le téléapprentissage dans l’enseignement universitaire: avant et après la pandémie

100%
Widła H.
Neofilolog
|
2021
|
issue 57/2
185-195
EN
At the end of the first semester of the 2019/2020 academic year, we conducted an opinion survey of 50 philology students on their willingness to adopt new pedagogical approaches based largely on digital media. We measured the degree of appreciation of different forms of academic work, including lectures, tutorials and seminars, modified by these approaches. After a year of the COVID-19 pandemic, we investigated the potential revision of views on the practical application of the innovations described in 2020. Our research focused on appreciating the usefulness and effectiveness of the teaching methods analyzed during the initial research, judged through the prism of current experiences.
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L’impact de la pandémie sur les pratiques universitaires en didactique des langues

84%
Widła H.
Neofilolog
|
2022
|
issue 59/2
11-28
EN
The article shares thoughts on the evolution of university practices under the influence of the pandemic. Although each university has its own training centre, the teaching offered has much in common, which means newly acquired experiences can be exchanged. We focus on applied foreign language studies. Integrating information and communication technologies in teaching centers the act of teaching on the learner. The question arises whether and to what extent we take into account the experiences of learners and teachers in the transmission of theoretical knowledge and cognitive skills. After 2 years of the COVID-19 pandemic, our research focused on appreciating the usefulness of teaching methods based on students’ experiences. We analyzed work conducted online by 37 philology students on pedagogical solutions in digital media. The research compared the students’ choice of types of exercises used to understand the content, consolidate knowledge, and carry out language correction. Theoretically, all these exercise types can be used for the same didactic purposes. However, the students’ preferences are reflected in the free choices they made. By evaluating these attempts by future teachers, on the basis of their typical choices and reactions, we facilitate and accelerate the training process.
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