Abstract:

In the context of the international health crisis related to the emergence and spread of the Covid-19 virus, institutions had to deal with various situations altering the traditional mode of teaching. This year 2020-2021 was faced with constraints with the implementation of online and distance courses. Thus, the universities organized courses mainly online, synchronously, by videoconference for students and teachers.

Our work consisted in analyzing student behavior and resilience capacity during online courses, in a context, source of stress and significant anxiety and to define how the tools, as well as the teaching practices, must respond to these issues to allow a better response from stakeholders by introducing the notion of resilience. Indeed, this new vision or practice of teaching, which seems to endure for various reasons, combines with the stress of learning, generally linked to assessments, combining positive and negative stress.

To measure this students' capacity for resilience, a survey was carried out among 147 students at several levels. This segmentation is representative of different levels. This survey integrates the CD-RISC resilience scale, while considering the students' environment, their feeling of stress and their emotional onus and their profile in order to better structure the learning platforms and the course scenarios thereafter. Indeed, depending on the type of platform, they can influence teaching practices and possibilities depending on the tools available, their uses and their roles in interactions on the platform. These can be exploited or set aside depending on the style of the pedagogical model adopted by each teacher, whether constructivist or socioconstructivist in nature.

In this regard, we also compared two platforms, namely Blackboard and Google Classroom in a systemic point of view proposed by Mucchielli. The level of education of the students who participated in the survey varies from the first year to the fifth year of university. The underlying idea is to introduce in fine our problematic, which is the following: what is the level of resilience of the students, and does it vary according to the level of study, between the graduated and non-graduated years and also the year of integration into the university environment?

This case study makes it possible to establish different profiles of students enrolled in a higher education course in France during the year 2020-2021 of different specialties, level of studies by comparing the resilience scores obtained according to these different characteristics. These results will then allow us to set up a comparative approach to study the variability of the factors and results in an attempt to identify the key points and areas of tension to respond to the problem set. It is certain that the notion of learning context with the device of the classic communicational structure of a face-to-face course affects the behavior of students and confirms the question of the complexity of the implementation of online courses and the dimension multifaceted and multidimensional that we propose to address in this article.

Keywords:

e-learning.