Lecturer e-Training Program to Support University Teaching | Programme d’e-formation pour les chargés de cours pour appuyer l’enseignement universitaire

Chan Chang Tik


This article attempts to explore the extent to which Lecturer e-Training Program (LeP) supports lecturers in their preparation for student-centred teaching. LeP was conducted in a blended mode, that is, it involved an online self-paced learning module followed by an interactive online discussion and ended with a face-to-face action learning. It was compulsory for all lecturers in this university to enrol in LeP. The data collection involved distributing questionnaires to all 36 lecturers. After that, 16 lecturers were selected at random for one-to-one structured interviews. In this study, it was found that LeP contributed significantly to the lecturer preparation for student-centred teaching, in particular, Stage 2 (Online Discussion) and Stage 3 (Face-to-Face Action Learning). Lecturers in this university were mostly homogeneous with regard to culture. It would be interesting to test LeP across cultural diversity as it was believed Asians and Westerners think differently.

Le présent article vise à explorer la mesure dans laquelle le Programme d’e-formation (Lecturer e-Training Program) appuie les chargés de cours dans leur préparation pour un enseignement centré sur l’étudiant. Le Programme a été réalisé en mode hybride, c’est-à-dire avec un module d’apprentissage en ligne à rythme libre, qui a été suivi d’une discussion interactive en ligne et finalement d’un apprentissage par l’action réalisé en personne. Tous les chargés de cours de cette université devaient s’inscrire au Programme. La collecte de données a consisté à distribuer des questionnaires aux 36 chargés de cours. Ensuite, 16 d’entre eux ont été choisis au hasard pour des entrevues structurées en tête-à-tête. Dans cette étude, on a conclu que le Programme contribuait de façon importante à la préparation du chargé de cours pour un enseignement centré sur l’étudiant, particulièrement le deuxième stade (discussion en ligne) et le troisième (apprentissage par l’action réalisé en personne). La culture des chargés de cours de cette université était surtout homogène. Il serait intéressant de tester le Programme à travers une diversité culturelle, car on croit que les personnes asiatiques et occidentales pensent différemment.


blended training; student centred teaching; e-training; technology; university teaching

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DOI: http://dx.doi.org/10.21432/T2XH5F

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