The global pandemic caused by the Coronavirus 2019 (COVID-19) forced higher education, research institutions and teacher-researchers in France to develop accelerated use of e-learning in order to ensure continuity of their teaching. Thus, face-to-face teaching was no longer the norm and gave way to other modes of operation. Institutions were closed, emptied of their students, and one could observe either teachers-researchers connecting from their homes through platform systems or from classrooms that were sometimes open on certain campuses, thus allowing teachers-researchers to record themselves and broadcast a course live to their students. Between two lockdowns, under cover of sanitary constraints (mandatory masks, social distancing, hydro-alcoholic gels, etc.), some institutions set up hybrid courses (50% of students were present and 50% followed the course at home with a principle of alternation). In this very particular teaching context, have new teaching practices emerged with regard to the more restricted use of digital tools?
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