000			01692cam a2200253 4500500
005			20250112042936.0
041			_afre
042			_adc
100	1	0	_aBarry, Anna _eauthor
245	0	0	_aBeing in the present during a lecture in the age of informal digital technologies
260			_c2022.
500			_a91
520			_aThis article examines the question of the reconstruction of study time in university, linked with the development of the (here, informal) use of information and communications technology. The analysis is based on two spaces: a Facebook group of 199 third-year educational sciences students; and 60 hours of lecture hall teaching. The authors put forward the hypothesis that the digital reconfiguration of study time should be examined in advance of the tools officially dedicated to it (that is to say, the tools of university pedagogy). The authors propose an examination of how the digital means of communication used by students on social networks have a strong impact on the diffusion of knowledge (students’ notes, etc.) and consequently create new ways of studying, in which the sense of immediacy and postponement interferes with the usual conditions of teaching.
690			_adigital technologies
690			_astudy time
690			_adidactical time
690			_auniversity pedagogy
690			_adigital technologies
690			_astudy time
690			_adidactical time
690			_auniversity pedagogy
786	0		_nLes Sciences de l'éducation - Pour l'Ère nouvelle | 54 | 1 | 2022-04-05 | p. 11-33 | 0755-9593
856	4	1	_uhttps://shs.cairn.info/journal-les-sciences-de-l-education-pour-l-ere-nouvelle-2021-1-page-11?lang=en
999			_c185208 _d185208