The virtual classroom in the era of Covid-19: technopedagogical innovation in search of recognition.

Abstract

In this article, we will shed light on a distance learning experience that we had to set up a few weeks after the start of the lockdown dictated by the spread of the coronavirus pandemic. This is a virtual class carried out through the Zoom application with 1st year undergraduate students of FFL at Echahid Hamma Lakhdar University - El-Oued. This experience was, let's face it, more or less improvised in view of the exceptional situation that the world was going through. Indeed, it took place as part of the teachinglearning of grammar, a module that we taught within the French department from the beginning of the second semester of the 2019/2020 academic year. The initial objective was not to set up an experiment for scientific purposes but just an alternative solution to complete the course of the module. The idea of evaluating this experience and exploiting the resulting data only appeared downstream of the course, namely the four sessions carried out.
Through this study, we tried to determine the strengths and weaknesses of setting up a virtual classroom with FLE students and to identify the constraints encountered by students in learning grammar through this pedagogical innovation. Indeed, a questionnaire survey was carried out with students who had taken the course remotely.