L’UNIVERSITÉ ALGÉRIENNE FACE AUX DÉFIS PÉ- DAGOGIQUES DU FLE À L’ÈRE DU COVID-19: DE L’INTÉGRATION DE LA TECHNO-PÉDAGOGIE AUX RELATIONS PSYCHOAFFECTIVES ENSEIGNANTS- ÉTUDIANTS

Abstract

the health situation due to the COVID-19 pandemic has imposed the temporary suspension of teaching activities in universities. Universities were forced to close their campuses to students and interrupt formal education for several months. One of the most widespread preventive measures was the closure of the physical reception areas for students. Faced with the inability to provide face-to-face service in Algeria, as in many other countries, and in order to save the academic year, pedagogical sustainability was advocated. The alternative of dispensing distance learning courses has now become compulsory. However, the transition from stopping "face-to-face" lessons to continuing teaching in "distance" has changed the habits of all stakeholders. It is undoubtedly the unexpected transition to digital education that has created destabilization among students. In this contribution, we will try to answer the following questions: what educational devices are implemented in order to optimize distance training / university teaching practices? What are the students' perceptions of the new strategies adopted in the era of the pandemic?