Combining Flexibility, Structure and Variety to Maintain Student Engagement: Transforming an Educational Activity for Preservice Teachers
This article relates the experience of transforming a learning device intended for an adult audience involved in teaching training in the context of pandemic COVID‐19. The device is presented in the form of asynchronous modules composed of various activities. They are available to students according to a defined schedule. Almost 90% of students have completed the course. It’s why a critical perspective questions the factors supporting student engagement in light of the PETTaL model (Mukherjee, 2013). After analysis, it appears that the articulation between audience specificities and technological aspects in a perspective of supporting differentiated learning contributed to student engagement.