The course syllabus, a tool for learning and teaching
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Abstract
This article presents the results of a mixed methods study carried out at Université Côte d'Azur (France) in the context of the introduction of digital syllabi. As tools for student learning, syllabi (or course plans) are likely to encourage a convergent representation of lecturers' pedagogical intentions and students' perceptions. This study reports on the questioned students and lecturers’ perceptions of syllabi (by means of questionnaires and semi-directive interviews) and on their perceptions of the system put in place in their university. The results highlight a divergence between lecturers' projections and students' expectations. They highlight the need for a better understanding of students' needs and the development of a shared representation of the learning environment to promote a successful learning experience.
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