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This article aims to describe home-based childcare providers’ conceptions of quality interactions. Based on a meaning-making approach, participants’ conceptions were collected through semi-structured interviews and then analyzed through a cultural lens. The conceptions were also compared to the domains and dimensions of the Classroom Assessment Scoring System Toddler, a standardized instrument designed to measure the quality of interactions as a normative concept in childcare centers. The results show that there are mainly differences in the conceptions regarding interactions as experienced in home-based childcare and in childcare centers. A diversity of languages is necessary to consider the distinct cultural context of home-based childcare.

Keywords: Quality of interactions, Qualité des interactions, Childcare, Service de garde en milieu familial, Service de garde en installation, Home-based childcare, Approche normative, Childcare center, Faire sens, Conceptions, Normative approach, Analyse culturelle, Meaning making approach, Classroom Assessment Scoring System, Conceptions, Cultural analysis, Classroom Assessment Scoring System, Contexte éducatif

Over the past decade in Quebec, enrollment has risen noticeably in “reception classes,” a program oriented toward teaching the French language. In this article, we study the experience of a department of second-language teachers from a systemic perspective. Eight high school teachers from the Greater Montreal area participated in this qualitative multiple-case study. Using a systemic model, we studied how the recent opening of new reception classes, the relationships between teachers from in and outside the classes, and the misunderstanding of the program by school staff created a gap between the reception department and the regular programs. Our results shed light on the importance of promoting a welcoming culture within the school.

Keywords: Reception classes, classe d’accueil, immigrant children, elève issu de l’immigration, enseignant en français langue seconde, second language teacher, modèle PPCT, PPCT model, welcome culture, culture d’accueil, diversité, diversity

This article examines first-year students’ use and perception of a chatbot in higher education in Belgium. With education now being accessible to most people, pedagogical adaptations are becoming necessary in modern universities. As digital tools, chatbots offer an opportunity to diversify access to educational content, offering a possible solution to the challenge of providing quality education for all. The study addresses two research questions. How do students (N=89) perceive the use of chatbots as course tutors? What is its role according to Bernatchez’s typology (2003)? The results, in line with other studies, reveal a positive evaluation in terms of effectiveness, usability, acceptability and user experience, although lower scores were observed for motivation and behaviour. The analysis shows the students’ preference for pedagogical-cognitive support from the chatbot rather than technical support. These results are in line with other studies, highlighting the effective use of chatbots in education, with few irrelevant interactions. In conclusion, the study highlights the effectiveness and acceptability of chatbots as tutors and suggests ways in which they can be integrated into personalised learning paths.

Keywords: chatbot, chatbot, chatbot, chatbot, tuteur, tutor, tutor, tutor, perceções, percepciones, perceptions, perceptions, usos, uses, usages, utilizações, robot conversationnel

Keywords: disciplines universitaires, études cinématographiques, Université de Montréal, institutionnalisation, Québec

Keywords: collaboration interprofessionnelle, éducation préscolaire, développement langagier, personnel scolaire, réussite éducative

Students have the opportunity to use different digital tools for collaboration purposes, particularly when they engage in research activities or investigations. But these tools can be part of distinct contexts, official or unofficial, depending on those used. Hence the interest in examining the interactive processes at work in both cases, just as the gradual transition from one to the other is likely to explain why the players distance themselves somewhat from the official bodies in order to work together. It is then hypothesized that such transition is capable of giving collective activity an heuristic dimension, notably a propensity for discovery. In this paper, it is put to the test in support of a theoretical field (Computer-Supported Collaborative Learning) and data (qualitative/quantitative) from recent studies, bearing in mind that another factor (the size of the groups formed by the students) seems to play a significant role in this matter.

Keywords: collaboration, collaboration, colaboración, colaboração, recherche collective, collective research, pesquisa coletiva, investigación colectiva, interação à distância, interacciones en línea, online interactions, Interactions à distance, technologies de l’Information et de la Communication (TIC), information and communication technologies (ICT), tecnologías de la información y la comunicación (TIC), tecnologias de informação e comunicação (TIC), students, estudantes, estudiantes, étudiants

Various digital integration models make it possible to consider the integration of digital tools in education from the perspective of improving teaching and learning practices (Fiévez, 2017). However, only two models focus on both the innovative nature of digital tools use and the improvement of student learning in an integrated way: the SAMR (Puentedura, 2010) and ASPID (Karsenti & Bugmann, 2018) models. As these models have certain shortcomings, particularly of a methodological nature, we decided to propose a new one that would make it possible to understand the relationship between the transformation of teaching practices through the integration of digital technology and the improvement in learners' learning. Based on this model, 56 practice analyses were carried out. Preliminary interviews with the teachers, recordings of the sequence and debriefing interviews were used to gather the data required for these analyses. This article presents the methodology used to develop the model, the model itself and the results of the practice analyses carried out to verify its usability.

Keywords: Intégration du numérique, digital integration, integración de lo digital, integração digital, educación, education, educação, éducation, modelo, modelo, model, modèle, valor añadido, valor acrescentado, added value, plus-value

This article addresses the relationship between self-efficacy (SE), self-regulated learning (SRL), and the hybrid learning context experience at the University of Paris Cité. The study, motivated by the hybridization of learning due to the increase in student numbers and logistical challenges, explores the correlation between these two variables and students' experience in a hybrid learning context. Using a quantitative approach, we analyzed the responses of 110 students, concluding that SE and SRL evolve based on students' experience, suggesting important implications for optimizing teaching strategies in hybrid environments.

Keywords: sentiment d’efficacité personnelle, self-efficacy, sentimiento de eficacia personal, sentimento de autoeficácia, apprentissages autorégulés, self-regulated learning, aprendizajes autorregulados, aprendizagens autorreguladas, formação híbrida, formación híbrida, blended learning, formation hybride