The multiplication of digital technologies (Brum- berger, 2011) has considerably increased the pre- sence 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 (Sera ni, 2014). This paper presents the ndings 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/produc- tion 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 tradi- tional 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.
Martel, V.; Boutin, J.; Lemieux, N.; Mclaughlin, D.; Beaudoin, I.; Boudreau, M.; Mélançon, J.; laroui, R. (2017). Education science students’ assessment of university teaching practices according to use (or non-use) of images for course content production and presentation. Revue internationale des technologies en pédagogie universitaire, 14(3), 48. https://doi.org/10.18162/ritpu-2017-v14n3-04