S. Bachy, M. Liegeois

Université Catholique de Louvain (BELGIUM)
This is a multi-case study.
Seven teachers where involved in two online university programs in political science (international relations). We first explain how they teach their courses in face-to-face before the work of online publishing.
Educational methods, supports, evaluation and cognitive taks are described with theoretical models (Prégent, de Ketele & Roegiers, Bloom, Samuelowicz & Brain ).
Secondly, after online courses screenwriting and teaching, we analysed the same courses in face-to-face.
We used quantitative (survey) and qualitative methods (interview) to collect data.
The teachers changed the way they teach. They use more active methods; the learning process is better guided by supports; goals, activites and assessment are better aligned. These results were cross-validated by a students evaluation . Institutional evaluation service conducted a survey in 2011 among students of political science for all courses of the Master in Political Science. It is clear from this survey that some teachers demonstrate more creativity and they are able to boost their teaching in the audience by incorporating active learning lessons.
These innovative teachers are those who have gone through the development of their online courses. By the way, we explore the « technological and pedagogical content knowledge (TPACK) » conceptions to explain these modifications.