Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. The Internet and Higher Education, 2(2), 87–105. https://doi.org/10.1016/S1096-7516(00)00016-6
Cros, F., & Broussal, D. (2020). Changement et innovation en éducation : deux notions en résonance. Éducation et socialisation. Les Cahiers du CERFEE, 55. https://doi.org/10.4000/edso.8911
Han, G. (Kevin), & Newell, J. (2014). Enhancing Student Learning in Knowledge-Based Courses: Integrating Team-Based Learning in Mass Communication Theory Classes. Journalism & Mass Communication Educator, 69(2), 180–196. https://doi.org/10.1177/1077695813517887
Kolb, D. A. (1984). Experiential learning: experience as the source of learning and development. Prentice-Hall.
Poluekhtova, I., Vikhrova, O., & Vartanova, E. (2020). Effectiveness of Online Education for the Professional Training of Journalists: Students’ Distance Learning During the COVID-19 Pandemic. 26–34. https://doi.org/10.11621/PIR.2020.0402
Murphy, M. P. A. (2020). COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy. Contemporary Security Policy, 41(3), 492–505. https://doi.org/10.1080/13523260.2020.1761749
Neuwirth, L. S., Jović, S., & Mukherji, B. R. (2021). Reimagining higher education during and post-COVID-19: Challenges and opportunities. Journal of Adult and Continuing Education, 27(2), 141–156. https://doi.org/10.1177/1477971420947738
Russell, C. (2018). From Newsroom to Classroom: exploring the transition from journalism practitioner to journalism educator. Journalism Education, 7.1, 6–18. https://journalism-education.org/2020/07/from-newsroom-to-classroom-exploring-the-transition-from-journalism-practitioner-to-journalism-educator/
Mair, J. (Ed.). (2013). After Leveson? - The Future for British Journalism. abramis.
Billett, S., Leow, A., Chua, S., & Le, A. H. (2022). Changing attitudes about online continuing education and training: A Singapore case study. Journal of Adult and Continuing Education, 14779714221084346. https://doi.org/10.1177/14779714221084346
admin. (2020, July 29). The new journalism education – teaching and learning during a pandemic. AJE Journal. https://journalism-education.org/2020/07/the-new-journalism-education-teaching-and-learning-during-a-pandemic/
admin. (2020, July 29). The new journalism education – teaching and learning during a pandemic. AJE Journal. https://journalism-education.org/2020/07/the-new-journalism-education-teaching-and-learning-during-a-pandemic/
Issue 9.1 Index. (2020, July 29). AJE Journal. https://journalism-education.org/issue-index-9-1/
Guppy, N., Verpoorten, D., Boud, D., Lin, L., Tai, J., & Bartolic, S. (2022). The post-COVID-19 future of digital learning in higher education: Views from educators, students, and other professionals in six countries. British Journal of Educational Technology, n/a(n/a). https://doi.org/10.1111/bjet.13212
Maniou, T. A., Stark, A., & Touwen, C. J. (2020). Journalism Training Beyond Journalism Schools. Journalism & Mass Communication Educator, 75(1), 33–39. https://doi.org/10.1177/1077695820904979
Jordaan, M., & Groenewald, A. (2021). Suddenly Apart, Yet Still Connected: South African Postgraduate Journalism Students’ Responses to Emergency Remote Teaching and Learning. Journalism & Mass Communication Educator, 76(4), 425–438. https://doi.org/10.1177/10776958211028103
Estella, P. G. (2020). Journalism competence and the COVID-19 crisis in Southeast Asia: Pacific Journalism Review : Te Koakoa, 26(2), 15–34. https://doi.org/10.24135/pjr.v26i2.1132
Vartanova, E., & Lukina, M. (2022). The Triple Typology of Divide: Russia’s Journalism Education in the Times of the COVID-19 Pandemic. Journalism & Mass Communication Educator, 77(1), 74–91. https://doi.org/10.1177/10776958211053675
Olsen, R. K., Olsen, G. R., & Røsok-Dahl, H. (2022). Unpacking Value Creation Dynamics in Journalism Education. A Covid-19 Case Study. Journalism Practice, 0(0), 1–19. https://doi.org/10.1080/17512786.2022.2043767
Pain, P., Ahmed, A., & Zahra Khalid, M. (2022). Learning in Times of COVID: Journalism Education in Kashmir, India. Journalism & Mass Communication Educator, 77(1), 111–122. https://doi.org/10.1177/10776958211030801
Bartolic, S. K., Boud, D., Agapito, J., Verpoorten, D., Williams, S., Lutze-Mann, L., Matzat, U., Moreno, M. M., Polly, P., Tai, J., Marsh, H. L., Lin, L., Burgess, J.-L., Habtu, S., Rodrigo, M. M. M., Roth, M., Heap, T., & Guppy, N. (2021). A multi-institutional assessment of changes in higher education teaching and learning in the face of COVID-19. Educational Review, 0(0), 1–17. https://doi.org/10.1080/00131911.2021.1955830
admin. (2021, October 19). Post Brexit, post pandemic: reframing public administration teaching for journalism students. AJE Journal. https://journalism-education.org/2021/10/post-brexit-post-pandemic-reframing-public-administration-teaching-for-journalism-students/
Audette-Longo, T., & Crowther, C. (2021, October 14). How COVID-19 has expanded journalism education toolkits. J-Source. https://j-source.ca/how-covid-19-has-expanded-journalism-education-toolkits/
Grabelnikov, A. A., Gegelova, N. S., Osipovskaya, E. A., & Ott, V. S. (2020). JOURNALISM EDUCATION IN THE CONTEXT OF COVID-19 PANDEMIC: PROS AND CONS. Theoretical and Practical Issues of Journalism, 713–726. https://doi.org/10.17150/2308-6203.2020.9(4).713-726
Berg, K. T., & Thomas, R. J. (2020). Reasons to Be Cheerful? The Short Supply of Optimism in Journalism Education. 35, 195–199. https://login.audenciagroup.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,uid,url&db=edsbl&AN=vdc.100121100494.0x000001&lang=fr&site=eds-live
Mustika, S., & Khotimah, W. Q. (2021). The Strategy of Journalism Education Institutions in Facing the Covid-19 Pandemic Era. 156–160. https://doi.org/10.2991/assehr.k.210430.024
Reif-Stice, C., & Smith-Frigerio, S. (2021). Communication, Flexibility, and Resilience: Navigating the Shift to Virtual Service-Learning During COVID-19. Journalism & Mass Communication Educator, 76(4), 477–488. https://doi.org/10.1177/10776958211022564
Lance, Z. L., & Reynolds, C. J. (2021). “Going Virtual Helped Me Learn That I Can Handle Everything”: Campus Magazine Production as a High Impact Practice During the COVID-19 Pandemic. Journalism & Mass Communication Educator, 76(4), 448–468. https://doi.org/10.1177/10776958211023254
Badr, H., & Elmaghraby, S. (2021). How Higher Education Faculty in Egypt Perceive the Effects of Covid-19 on Teaching Journalism and Mass Communication: Perspectives From the Global South. Journalism & Mass Communication Educator, 76(4), 394–411. https://doi.org/10.1177/10776958211025199
Fowler-Watt, K., Majin, G., Sunderland, M., Phillips, M., Brine, D., Bissell, A., & Murphy, J. (2020). Reflections on the Shifting Shape of Journalism Education in the Covid-19 pandemic. Digital Culture and Education, June 22. https://www.digitalcultureandeducation.com/reflections-on-covid19/journalism-education
L’évolution des théories de l’apprentissage à l’ère du numérique. (n.d.). Retrieved February 2, 2022, from https://www.epi.asso.fr/revue/articles/a1502b.htm#BPAGE
Maniou, T. A., Stark, A., & Touwen, C. J. (2020). Journalism Training Beyond Journalism Schools. Journalism & Mass Communication Educator, 75(1), 33–39. https://doi.org/10.1177/1077695820904979
Lemaître, D., Morace, C., & Coadour, D. (2013). Ethos profesional y profesionalización: el caso de formadores en el caso de empresas especializadas en la transferencia de tecnologías. Savoirs, 32(2), 81–95. http://www.cairn.info/revue-savoirs-2013-2-page-81.htm
Living Lab Sofa, C. (n.d.). Quel changement de pratiques pédagogiques pour les formateurs après le confinement ? | Le Cnam - Living Lab Sofa. Retrieved February 2, 2022, from https://living-lab.cnam.fr/index.php/quel-changement-de-pratiques-pedagogiques-pour-les-formateurs-apres-le-confinement/
McLean, S. (2021). Understanding the evolving context for lifelong education: global trends, 1950 – 2020. International Journal of Lifelong Education, 0(0), 1–22. https://doi.org/10.1080/02601370.2021.2015634
Wang, Y., & Stein, D. (2021). Effects of online teaching presence on students’ cognitive conflict and engagement. Distance Education, 42(4), 547–566. https://doi.org/10.1080/01587919.2021.1987837
Mishra, S., Sahoo, S., & Pandey, S. (2021). Research trends in online distance learning during the COVID-19 pandemic. Distance Education, 42(4), 494–519. https://doi.org/10.1080/01587919.2021.1986373
Guénée, P., LIpani, M.-C., Bouquet des Chaux, R., Cherrier, P., Damian-Gaillard, B., Richard, V., Ruellan, D., Pigalle, C., Demailly, H., Bouron, S., Gauthier, N., Petit, C., Vaudano, M., Rouquette, C., Montanola, S., Gestin, P., Le Cam, F., Brigniez, L., Domingo, D., … Duberne, M. (2017). La place des entreprises médias dans la formation des journalistes. Chercheurs & Journalistes.
Dubar, C. (1991). La socialisation, construction des identités sociales et professionnelles. Armand Colin.
Fray, A.-M., & Picouleau, S. (2010). Le diagnostic de l’identité professionnelle : une dimension essentielle pour la qualité au travail. Management Avenir, 38(8), 72–88. https://www.cairn.info/revue-management-et-avenir-2010-8-page-72.htm
Kirchhoff, S. (2021). Journalism Education’s Response to the Challenges of Digital Transformation: A Dispositive Analysis of Journalism Training and Education Programs. Journalism Studies, 0(0), 1–23. https://doi.org/10.1080/1461670X.2021.2004555
Fleex player download. (n.d.). Retrieved December 5, 2021, from https://fleex.tv/fr/Player/Download
Lafarge, G. (2019). Les diplômés du journalisme. Presses universitaires de Rennes.
Osty, F. (2008). Le désir de métier – Engagement, identité et reconnaissance au travail (Presse universitaires de Rennes).
Gohier, C. (2000). La socialisation. Construction des identités sociales et professionnelles. Armand Colin.
Nicolas, F. (2019). Géraud Lafarge, Les diplômés du journalisme. Sociologie générale de destins singuliers. Lectures. https://journals.openedition.org/lectures/39126
Bonin, G., Dingerkus, F., Dubied, A., Mertens, S., Rollwagen, H., Sacco, V., Shapiro, I., Standaert, O., & Wyss, V. (2017). Quelle Différence? Journalism Studies, 18(5), 536–554. https://doi.org/10.1080/1461670X.2016.1272065
Brunel, A., Bouéroux, M., Chanut-Edert, J., & Lablanche, P. (2014). Etude sur l’évolution des activités des journalistes dans le cadre des nouveaux médias et les réponses en matière de formation. Observatoire des métiers de l’audiovisuel, Afdas.
Verfaillie, B. (2009). La presse au tableau ! Formation au journalisme, formation des journalistes. Alliance internationale des journalistes - Collection Journalisme responsable.
Charon, J.-M. (1997). Les journalistes et leur qualification. Observatoire des pratiques et des métiers de la presse, CFPJ.

 

Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. The Internet and Higher Education, 2(2), 87–105. https://doi.org/10.1016/S1096-7516(00)00016-6
Cros, F., & Broussal, D. (2020). Changement et innovation en éducation : deux notions en résonance. Éducation et socialisation. Les Cahiers du CERFEE, 55. https://doi.org/10.4000/edso.8911
Han, G. (Kevin), & Newell, J. (2014). Enhancing Student Learning in Knowledge-Based Courses: Integrating Team-Based Learning in Mass Communication Theory Classes. Journalism & Mass Communication Educator, 69(2), 180–196. https://doi.org/10.1177/1077695813517887
Kolb, D. A. (1984). Experiential learning: experience as the source of learning and development. Prentice-Hall.
Poluekhtova, I., Vikhrova, O., & Vartanova, E. (2020). Effectiveness of Online Education for the Professional Training of Journalists: Students’ Distance Learning During the COVID-19 Pandemic. 26–34. https://doi.org/10.11621/PIR.2020.0402
Murphy, M. P. A. (2020). COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy. Contemporary Security Policy, 41(3), 492–505. https://doi.org/10.1080/13523260.2020.1761749
Neuwirth, L. S., Jović, S., & Mukherji, B. R. (2021). Reimagining higher education during and post-COVID-19: Challenges and opportunities. Journal of Adult and Continuing Education, 27(2), 141–156. https://doi.org/10.1177/1477971420947738
Russell, C. (2018). From Newsroom to Classroom: exploring the transition from journalism practitioner to journalism educator. Journalism Education, 7.1, 6–18. https://journalism-education.org/2020/07/from-newsroom-to-classroom-exploring-the-transition-from-journalism-practitioner-to-journalism-educator/
Mair, J. (Ed.). (2013). After Leveson? - The Future for British Journalism. abramis.
Billett, S., Leow, A., Chua, S., & Le, A. H. (2022). Changing attitudes about online continuing education and training: A Singapore case study. Journal of Adult and Continuing Education, 14779714221084346. https://doi.org/10.1177/14779714221084346
admin. (2020, July 29). The new journalism education – teaching and learning during a pandemic. AJE Journal. https://journalism-education.org/2020/07/the-new-journalism-education-teaching-and-learning-during-a-pandemic/
admin. (2020, July 29). The new journalism education – teaching and learning during a pandemic. AJE Journal. https://journalism-education.org/2020/07/the-new-journalism-education-teaching-and-learning-during-a-pandemic/
Issue 9.1 Index. (2020, July 29). AJE Journal. https://journalism-education.org/issue-index-9-1/
Guppy, N., Verpoorten, D., Boud, D., Lin, L., Tai, J., & Bartolic, S. (2022). The post-COVID-19 future of digital learning in higher education: Views from educators, students, and other professionals in six countries. British Journal of Educational Technology, n/a(n/a). https://doi.org/10.1111/bjet.13212
Maniou, T. A., Stark, A., & Touwen, C. J. (2020). Journalism Training Beyond Journalism Schools. Journalism & Mass Communication Educator, 75(1), 33–39. https://doi.org/10.1177/1077695820904979
Jordaan, M., & Groenewald, A. (2021). Suddenly Apart, Yet Still Connected: South African Postgraduate Journalism Students’ Responses to Emergency Remote Teaching and Learning. Journalism & Mass Communication Educator, 76(4), 425–438. https://doi.org/10.1177/10776958211028103
Estella, P. G. (2020). Journalism competence and the COVID-19 crisis in Southeast Asia: Pacific Journalism Review : Te Koakoa, 26(2), 15–34. https://doi.org/10.24135/pjr.v26i2.1132
Vartanova, E., & Lukina, M. (2022). The Triple Typology of Divide: Russia’s Journalism Education in the Times of the COVID-19 Pandemic. Journalism & Mass Communication Educator, 77(1), 74–91. https://doi.org/10.1177/10776958211053675
Olsen, R. K., Olsen, G. R., & Røsok-Dahl, H. (2022). Unpacking Value Creation Dynamics in Journalism Education. A Covid-19 Case Study. Journalism Practice, 0(0), 1–19. https://doi.org/10.1080/17512786.2022.2043767
Pain, P., Ahmed, A., & Zahra Khalid, M. (2022). Learning in Times of COVID: Journalism Education in Kashmir, India. Journalism & Mass Communication Educator, 77(1), 111–122. https://doi.org/10.1177/10776958211030801
Bartolic, S. K., Boud, D., Agapito, J., Verpoorten, D., Williams, S., Lutze-Mann, L., Matzat, U., Moreno, M. M., Polly, P., Tai, J., Marsh, H. L., Lin, L., Burgess, J.-L., Habtu, S., Rodrigo, M. M. M., Roth, M., Heap, T., & Guppy, N. (2021). A multi-institutional assessment of changes in higher education teaching and learning in the face of COVID-19. Educational Review, 0(0), 1–17. https://doi.org/10.1080/00131911.2021.1955830
admin. (2021, October 19). Post Brexit, post pandemic: reframing public administration teaching for journalism students. AJE Journal. https://journalism-education.org/2021/10/post-brexit-post-pandemic-reframing-public-administration-teaching-for-journalism-students/
Audette-Longo, T., & Crowther, C. (2021, October 14). How COVID-19 has expanded journalism education toolkits. J-Source. https://j-source.ca/how-covid-19-has-expanded-journalism-education-toolkits/
Grabelnikov, A. A., Gegelova, N. S., Osipovskaya, E. A., & Ott, V. S. (2020). JOURNALISM EDUCATION IN THE CONTEXT OF COVID-19 PANDEMIC: PROS AND CONS. Theoretical and Practical Issues of Journalism, 713–726. https://doi.org/10.17150/2308-6203.2020.9(4).713-726
Berg, K. T., & Thomas, R. J. (2020). Reasons to Be Cheerful? The Short Supply of Optimism in Journalism Education. 35, 195–199. https://login.audenciagroup.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,uid,url&db=edsbl&AN=vdc.100121100494.0x000001&lang=fr&site=eds-live
Mustika, S., & Khotimah, W. Q. (2021). The Strategy of Journalism Education Institutions in Facing the Covid-19 Pandemic Era. 156–160. https://doi.org/10.2991/assehr.k.210430.024
Reif-Stice, C., & Smith-Frigerio, S. (2021). Communication, Flexibility, and Resilience: Navigating the Shift to Virtual Service-Learning During COVID-19. Journalism & Mass Communication Educator, 76(4), 477–488. https://doi.org/10.1177/10776958211022564
Lance, Z. L., & Reynolds, C. J. (2021). “Going Virtual Helped Me Learn That I Can Handle Everything”: Campus Magazine Production as a High Impact Practice During the COVID-19 Pandemic. Journalism & Mass Communication Educator, 76(4), 448–468. https://doi.org/10.1177/10776958211023254
Badr, H., & Elmaghraby, S. (2021). How Higher Education Faculty in Egypt Perceive the Effects of Covid-19 on Teaching Journalism and Mass Communication: Perspectives From the Global South. Journalism & Mass Communication Educator, 76(4), 394–411. https://doi.org/10.1177/10776958211025199
Fowler-Watt, K., Majin, G., Sunderland, M., Phillips, M., Brine, D., Bissell, A., & Murphy, J. (2020). Reflections on the Shifting Shape of Journalism Education in the Covid-19 pandemic. Digital Culture and Education, June 22. https://www.digitalcultureandeducation.com/reflections-on-covid19/journalism-education
L’évolution des théories de l’apprentissage à l’ère du numérique. (n.d.). Retrieved February 2, 2022, from https://www.epi.asso.fr/revue/articles/a1502b.htm#BPAGE
Maniou, T. A., Stark, A., & Touwen, C. J. (2020). Journalism Training Beyond Journalism Schools. Journalism & Mass Communication Educator, 75(1), 33–39. https://doi.org/10.1177/1077695820904979
Lemaître, D., Morace, C., & Coadour, D. (2013). Ethos profesional y profesionalización: el caso de formadores en el caso de empresas especializadas en la transferencia de tecnologías. Savoirs, 32(2), 81–95. http://www.cairn.info/revue-savoirs-2013-2-page-81.htm
Living Lab Sofa, C. (n.d.). Quel changement de pratiques pédagogiques pour les formateurs après le confinement ? | Le Cnam - Living Lab Sofa. Retrieved February 2, 2022, from https://living-lab.cnam.fr/index.php/quel-changement-de-pratiques-pedagogiques-pour-les-formateurs-apres-le-confinement/
McLean, S. (2021). Understanding the evolving context for lifelong education: global trends, 1950 – 2020. International Journal of Lifelong Education, 0(0), 1–22. https://doi.org/10.1080/02601370.2021.2015634
Wang, Y., & Stein, D. (2021). Effects of online teaching presence on students’ cognitive conflict and engagement. Distance Education, 42(4), 547–566. https://doi.org/10.1080/01587919.2021.1987837
Mishra, S., Sahoo, S., & Pandey, S. (2021). Research trends in online distance learning during the COVID-19 pandemic. Distance Education, 42(4), 494–519. https://doi.org/10.1080/01587919.2021.1986373
Guénée, P., LIpani, M.-C., Bouquet des Chaux, R., Cherrier, P., Damian-Gaillard, B., Richard, V., Ruellan, D., Pigalle, C., Demailly, H., Bouron, S., Gauthier, N., Petit, C., Vaudano, M., Rouquette, C., Montanola, S., Gestin, P., Le Cam, F., Brigniez, L., Domingo, D., … Duberne, M. (2017). La place des entreprises médias dans la formation des journalistes. Chercheurs & Journalistes.
Dubar, C. (1991). La socialisation, construction des identités sociales et professionnelles. Armand Colin.
Fray, A.-M., & Picouleau, S. (2010). Le diagnostic de l’identité professionnelle : une dimension essentielle pour la qualité au travail. Management Avenir, 38(8), 72–88. https://www.cairn.info/revue-management-et-avenir-2010-8-page-72.htm
Kirchhoff, S. (2021). Journalism Education’s Response to the Challenges of Digital Transformation: A Dispositive Analysis of Journalism Training and Education Programs. Journalism Studies, 0(0), 1–23. https://doi.org/10.1080/1461670X.2021.2004555
Fleex player download. (n.d.). Retrieved December 5, 2021, from https://fleex.tv/fr/Player/Download
Lafarge, G. (2019). Les diplômés du journalisme. Presses universitaires de Rennes.
Osty, F. (2008). Le désir de métier – Engagement, identité et reconnaissance au travail (Presse universitaires de Rennes).
Gohier, C. (2000). La socialisation. Construction des identités sociales et professionnelles. Armand Colin.
Nicolas, F. (2019). Géraud Lafarge, Les diplômés du journalisme. Sociologie générale de destins singuliers. Lectures. https://journals.openedition.org/lectures/39126
Bonin, G., Dingerkus, F., Dubied, A., Mertens, S., Rollwagen, H., Sacco, V., Shapiro, I., Standaert, O., & Wyss, V. (2017). Quelle Différence? Journalism Studies, 18(5), 536–554. https://doi.org/10.1080/1461670X.2016.1272065
Brunel, A., Bouéroux, M., Chanut-Edert, J., & Lablanche, P. (2014). Etude sur l’évolution des activités des journalistes dans le cadre des nouveaux médias et les réponses en matière de formation. Observatoire des métiers de l’audiovisuel, Afdas.
Verfaillie, B. (2009). La presse au tableau ! Formation au journalisme, formation des journalistes. Alliance internationale des journalistes - Collection Journalisme responsable.
Charon, J.-M. (1997). Les journalistes et leur qualification. Observatoire des pratiques et des métiers de la presse, CFPJ.