Abstract:

As a result of the COVID19 crisis in 2020, the courses of French at Linnaeus University in Sweden have moved from face-to-face context to Remote Learning online. The move has since then become permanent and the syllabus has changed accordingly, as it appears when comparing the syllabus of 2015 with the syllabus of 2022 (see references below). The challenges have been numerous, and the two years that have passed since the move can allow me to make a preliminary study of these challenges. The study will be mainly based on the gathered experience, concentrating on the module of fiction (7.5 credits, see references below), since I am currently, and was in 2015, the teacher of that module. The study will consist of detailed analyses of how the objectives, the content, the type of instruction, the examination and the course evaluation have been affected by the move from face-to-face to remote learning. The specific context of the course will be described in the introductory part, since it has a major importance for the study and its results. Indeed, an important premise has changed in these two years, namely that the number of students has increased significantly. While this is a positive outcome for the situation of French as a subject at Linnaeus University, it has a major impact on the comparison between the two situations, since it affects especially the type of instruction, beyond the simple change of context from face-to-face to remote learning. However, some preliminary conclusions can be drawn, and the investigation in itself is important in order to make improvements and to disseminate my experience.

References:
[1] Course syllabus, 2015, French General Course, 30 credits.
https://kursplan.lnu.se/kursplaner/syllabus-1FR100-6.pdf
[2] Course syllabus, 2022, French General Course, 30 credits.
https://kursplan.lnu.se/kursplaner/syllabus-1FR100-12.pdf

Keywords:

COVID-19, Remote learning, University teaching, French Fiction.