Using digital technologies for quality hybridization: from the uncertainty to the sustainability of transformations at work

Abstract

The COVID-19 pandemic has highlighted, more than ever, the multiple effects of digital technology on education and training. As a result, we can retain, for example, the importance of the implementation of appropriate high-quality technopedagogical devices, whether they are face-to-face (in class), remote (at home or work) or hybrid (combining pedagogical activities in the same physical space and online pedagogical activities). These devices can promote the creation of learning contexts that allow all learners, no matter what their situation is, to be engaged, accompanied, guided and supported. However, the conception of quality remains a challenge, mainly when the pedagogical activity often results in tension due to the activity's perception as already being in a "degraded mode" or condition. This thematic issue proposes a reflection on the contributions, opportunities and constraints imposed by digital technology on education and training. The authors also question the design and the elements that contribute to the quality of online and hybrid training solutions. This fourth issue of Médiations & médiatisations presents and analyses these teaching modalities, reflections and experiences, illustrating both reorganizations and a need for professional development.