Abstract:

The Covid-19 pandemic has led to a situation of involuntary distance learning experienced by university students for several months. This paper examines the consequences in terms of pedagogy, engagement and well-being. The reflection is initiated by the empirical recording of the 'signals' of certain students' dropout and, more generally, of a deterioration in the conditions of testing (Lhuilier 2006; Clot 2010) of their commitment to 'student work' (Rochex 1995).

The students' distressing feeling is favoured by their distancing from the teacher but also and especially from their peers. The hypothesis pursued is that this experience is linked in particular to the loss of the feeling of belonging to the university and to the lack of recognition - of beauty and of usefulness according to the distinction proposed by Christophe Dejours (1993) - as to the usefulness in particular by peers.

The objective of this paper is twofold. After a brief perspective on the notions of test and learning in a university teaching context, it will first share and discuss some practices and teaching arrangement proposed by different university teachers in management sciences, in response to this constraint of distance teaching, to allow different forms of recognition to unfold within their teaching activities. In particular, we will focus on the recognition practices that can occur within a group of peers, in the context of group work. We will distinguish the forms of recognition that can emerge according to the categorisations developed by leading authors on the subject (Dejours, Honneth, Brun & Dugas).

Secondly, beyond the specificities of each proposal, we will try to identify certain components of the particular teaching posture that is required to allow these practices to unfold. Three questions, in particular, will be developed: the prerequisites or conditions to be met in order to support group work; the temporality or rhythm of work; the development of students' transversal skills

References:
[1] Clot, Y. 2010. LE travail à cœur. Pour en finir avec les risques psychosociaux, Paris, La Découverte.
[2] Lhuilier, D. 2006. Le travail comme épreuve et lieu de construction du sujet, Toulouse, Érès.
[3] Rochex, J.-Y. 1995. “Adolescence, rapport au savoir et sens de l’expérience scolaire en milieux populaires”, L’Orientation scolaire et professionnelle,vol. 24, n° 3, 1995, p. 341¬359

Keywords:

Distance learning, recognition, group work, pedagogical support.