Abstracts
Résumé
Introduction : L’utilité et la pertinence de la présentation PowerPoint proposée aux étudiants dans les classes universitaires ne font pas consensus. Objectifs du projet : Documenter l’usage de la présentation PowerPoint dans les classes universitaires et les perceptions des professeurs et des étudiants à son égard. Méthode : Une stratégie de recherche mixte a permis d’étudier les présentations PowerPoint conçues par douze professeurs, leurs perceptions et intentions pédagogiques, puis les perceptions d’étudiants relativement à l’impact de PowerPoint sur leur processus d’apprentissage. Ces perceptions des participants ont été regroupées sous quatre thèmes : gestion des contenus, attention des étudiants en classe, communication et prise de notes pendant les cours. Résultats : Plusieurs professeurs et étudiants constatent une utilisation systématique de cette technologie dans les classes universitaires, technologie qui semble cependant installer une distance néfaste pour l’apprentissage entre le professeur et ses étudiants. Plusieurs en apprécient les qualités plus techniques, mais peu la reconnaissent comme un facilitateur de l’apprentissage. La présentation électronique semble regrouper tous les défauts de ses qualités, quand les perceptions des intentions pédagogiques et des apprentissages sont étudiées. Conclusions : La pertinence pédagogique de PowerPoint demande à être revisitée pour s’assurer d’une utilisation qui répond réellement aux intentions pédagogiques des professeurs, en toute conscience de ses forces et lacunes dans le processus de communication avec les étudiants et leur apprentissage.
Mots-clés :
- Technologie PowerPoint,
- apprentissage en milieu universitaire
Abstract
Introduction: The usefulness and relevance of the PowerPoint presentation given to students in university classes do not make consensus. Objectives: To document the use of PowerPoint presentations in university classes and explore teachers’ and students’ perceptions about it. Method: A mixed research strategy was used to study PowerPoint presentations designed by twelve teachers, their perceptions and educational intentions, and perceptions of students about the impact of PowerPoint on their learning process. These perceptions of the participants were grouped under four themes: content management, student attention in class, communication and taking notes during class. Results: Several teachers and students find the use of this technology to be systematic, however creating a distance between the teacher and students that seems bad for learning. Many appreciate its technical qualities, but few recognize it as a facilitator of learning. The electronic presentation appears to gather all the defects of its qualities, when perceptions of teaching intentions and learning are studied. Conclusions: The educational relevance of PowerPoint needs to be revisited to ensure a use that really meets the pedagogical intent, with awareness of its strengths and weaknesses in the communication with students and their learning process.
Keywords:
- PowerPoint presentation,
- learning at the university
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Appendices
Remerciements
Les auteurs voudraient remercier sincèrement les étudiants et les professeurs qui les ont accueillis dans leurs salles de classe, qui se sont prêtés volontiers au processus d’observation et qui ont participé avec enthousiasme aux entrevues avec les chercheurs. Un merci tout aussi sincère est adressé aux responsables de la recherche ayant accepté de subventionner ce projet, au bureau du doyen de la Faculté des sciences de la santé et au Centre de pédagogie universitaire de l’Université d’Ottawa. Nous remercions tout spécialement Serge et Gabrielle, qui, par le récit de leurs expériences, n’ont pas compté les incitatifs pour procéder à cette étude et en diffuser les résultats.
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