Education science students’ assessment of university teaching practices according to use (or non-use) of images for course content production and presentation
The multiplication of digital technologies (Brumberger, 2011) has considerably increased the presence of the image in students’ lives. Considering the place of the image, it is now important to take more account of its contribution in teaching and learning in a university context (Serafini, 2014). This paper presents the findings of a mixed method study that aimed to 1) document the formal and informal learning practices of university students in visual literacy; 2) explore the appreciation that university students make of the choices made by the trainers with regard to the presentation/production of course content; 3) analyze students’ sense of competence in visual literacy. This article presents the results of the second objective. The results show that many students prefer a balance between traditional teaching practices and multimodal practices that use visual mode. On the other hand, the vast majority says that they learn more when the image is used as a support for presenting course content.