Cahiers du LLL n° 12 bis – Telepresence teaching (and learning)

Hybrid or fully online? Synchronous or asynchronous? Unimodal, bimodal, comodal or multimodal? The all-out development of distance learning has led to the creation of appropriate digital systems, either by using what was already in place (such as video conferencing classrooms and web conferencing software supporting virtual classrooms) or introducing innovative environments (such as immersive telepresence classrooms).
To use these versatile, multi-functional technologies, teachers need to take a step back to enable them to adapt their teaching methods and offer learners a suitable environment that overcomes physical and geographical distances.
As for students, the need to "be there" and “be together” while learning remotely has to be taken into account to maintain their commitment and ensure they continue to contribute, despite the fact they are apart. The COVID-19 pandemic has shown us the importance of the professional, collegial and friendship connections we have with those we usually meet face-to-face in a traditional classroom.
Telepresence systems enable all these people to come together remotely (and synchronously) and make it possible to use active teaching methods, driven by the self-regulation of the learners.
But what is telepresence? Do teachers need any special training? How do you attend lessons remotely? How do participants learn in a telepresence setting? What type of student assessment can be used in such an environment?
The result of international collaboration, this short guide looks at these questions from both a research and a practical perspective, inviting you to explore telepresence teaching and learning.