Scientific director : Sophie Morlaix 

Reseacher : Amélie Duguet (IGR)

Summary : 

The craze for MOOCs (massive open online courses) in the early 2010s led political authorities to reaffirm a desire to bring higher education institutions into the digital age, notably with the creation of the free FUN platform in 2013 (France Université Numérique), designed to host digital teaching materials. More generally, the launch of the digital strategy for higher education and research in 2015 shows the extent to which expectations for a new conception of pedagogy in higher education in the digital age are now widely shared. Indeed, it is considered imperative to “make students actors in a contributive, active and digital pedagogy” (Béjean and Monthubert, 2015). Accordingly, digital technology could be a real lever to help renovate and transform teachers’ practices (Bertrand, 2014). The report on the national strategy for higher education recommends that ‘the digital working environment should henceforth be the rule’, which implies ‘student access to a computer, the establishment of the necessary infrastructure and, above all, systematic use by teachers and university lecturers- researchers who have been trained and involved’. The teaching profession in higher education is undergoing profound change, with digital technology providing an opportunity for educational renewal. 

It is in this context that we have chosen to focus on the use and perception of digital technology by teachers, but also by students in higher education. The aim is to produce a descriptive but also explanatory analysis in order to understand in more detail the mechanisms at work in what could be called the development of digital pedagogy within the French higher education system, or in other words “all the human, technological and material means dedicated to the learning of knowledge and skills that integrate digital uses, whether in the classroom or at a distance via the Internet” (Djebara and Bubrac, 2015).

We focus in particular on the case of students and teachers at the Ecole Polytechnique, otherwise abbreviated as ‘X’. This engineering school, which was founded in 1794, offers seven cycles of training from bachelor to doctorate, providing students with a multidisciplinary scientific and technical culture. In 2017, it welcomed more than 3,000 students in initial training under the aegis of nearly 670 researchers and university lecturers-researchers. It is one of the components, along with two universities, nine other grandes écoles and seven research organisations, of the Université Paris-Saclay, which was created in the early 2010s to meet a certain challenge of international competitiveness, both in terms of teaching and research and innovation. However, despite the reputation of this school, little work has been done on the perceptions and use of digital technology by its actors, or on the digital teaching practices deployed by teachers. Consequently, this work aims to provide elements of understanding and reflection on the practices and perception of digital technology by teachers and students at the Ecole Polytechnique.

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Scientific director : Sophie Morlaix 

Reseacher : Amélie Duguet (IGR)

Summary : 

The craze for MOOCs (massive open online courses) in the early 2010s led political authorities to reaffirm a desire to bring higher education institutions into the digital age, notably with the creation of the free FUN platform in 2013 (France Université Numérique), designed to host digital teaching materials. More generally, the launch of the digital strategy for higher education and research in 2015 shows the extent to which expectations for a new conception of pedagogy in higher education in the digital age are now widely shared. Indeed, it is considered imperative to "make students actors in a contributive, active and digital pedagogy" (Béjean and Monthubert, 2015). Accordingly, digital technology could be a real lever to help renovate and transform teachers' practices (Bertrand, 2014). The report on the national strategy for higher education recommends that 'the digital working environment should henceforth be the rule', which implies 'student access to a computer, the establishment of the necessary infrastructure and, above all, systematic use by teachers and university lecturers- researchers who have been trained and involved'. The teaching profession in higher education is undergoing profound change, with digital technology providing an opportunity for educational renewal. 

It is in this context that we have chosen to focus on the use and perception of digital technology by teachers, but also by students in higher education. The aim is to produce a descriptive but also explanatory analysis in order to understand in more detail the mechanisms at work in what could be called the development of digital pedagogy within the French higher education system, or in other words "all the human, technological and material means dedicated to the learning of knowledge and skills that integrate digital uses, whether in the classroom or at a distance via the Internet" (Djebara and Bubrac, 2015).

We focus in particular on the case of students and teachers at the Ecole Polytechnique, otherwise abbreviated as 'X'. This engineering school, which was founded in 1794, offers seven cycles of training from bachelor to doctorate, providing students with a multidisciplinary scientific and technical culture. In 2017, it welcomed more than 3,000 students in initial training under the aegis of nearly 670 researchers and university lecturers-researchers. It is one of the components, along with two universities, nine other grandes écoles and seven research organisations, of the Université Paris-Saclay, which was created in the early 2010s to meet a certain challenge of international competitiveness, both in terms of teaching and research and innovation. However, despite the reputation of this school, little work has been done on the perceptions and use of digital technology by its actors, or on the digital teaching practices deployed by teachers. Consequently, this work aims to provide elements of understanding and reflection on the practices and perception of digital technology by teachers and students at the Ecole Polytechnique.

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