| Summary: | Hybrid teaching practices combining face-to-face teaching and on-line teaching are diversifying since the last ten years. We present a case study built on an experimental investigation in a situation where originally face-to-face teaching was predominant and to which an online activity has been added to provide a tutorial class using Internet as a teaching infrastructure based on a pedagogy of inquiry and a peer review course design. Within a didactical theoretical frame, the aim is to highlight how a hybrid course design enables a joint action between students and teacher, supporting the achievement of the student’s autonomy even in large groups. Our research methodology is twofold : an analysis of student’s activities recorded by the learning platform, supplemented by a survey (n = 87). It shows a high interest of students for this type of online activity, whereas their actual commitment is still to be improved and confirms the need of the teacher’s involvement online.
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