Abstract
ISAE-Supmeca, a French engineering school located in the great Paris area, has been engaged in active learning, especially problem- and project-based learning (PBL), since decades. This experience, including some remote activities, gave background for the institution to get through lockdown and forced remote learning due to the covid-19 pandemic situation. Nevertheless, the shock of shifting in one week-end to full remote learning was abrupt. ISAE-Supmeca, and especially two of its units (the Learners’ Affairs Department – LAD, and the Educational Innovation Unit – EIU), held discussion with learners and teachers in order to help them to cope with the situation. The two units also conducted a work in four phases (monitoring, analyzing, proposing and capitalizing) based on a series of surveys realized from June 2020 to June 2021. This paper presents the results of the monitoring, as well as a part of the analysis phase results. More precisely, in this work, the description of the actors’ reactions and the adaptation of the learning process during the pandemic situation are detailed. Moreover, an attempt to compare the collected data of ISAE-Supmeca to a part of results from a study realized at California State University is made.
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Kooli-Chaabane, H., Lanthony, A., Boukaré, A., Peyret, N. (2022). The Abrupt Shift to Full Online and then Blended Learning at a French Engineering School: Difficulties and Practices, Reaction and Adaptation. In: Auer, M.E., Tsiatsos, T. (eds) New Realities, Mobile Systems and Applications. IMCL 2021. Lecture Notes in Networks and Systems, vol 411. Springer, Cham. https://doi.org/10.1007/978-3-030-96296-8_3
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