76 results
Search Results
2. Impact of reappropriation of open educational resources on distance and online language teaching
- Author
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Helène Pulker
- Subjects
distance learning ,OER ,OEP ,reuse ,reappropriation ,language learning ,Education - Abstract
Open Education Resources (OER) as the future of online and distance teaching and learning has been a topic of discussion by scholars for some time. In the last 15-20 years, researchers have mainly focused on the creation, reuse and sharing of OER, and little attention has been given to teachers’ practices with OER. To date, there is scant evidence of OER reuse impacting on teaching practices, particularly in the context of distance education. This paper presents the findings of a doctoral study which aimed to examine the activities that online and distance language teachers engage with while adapting OER. Data were collected and analysed within a constructivist grounded theory methodology via seventeen semi-structured online interviews. Conceptual categories for the analysis of data were allowed to emerge, rather than initially driven by a theoretical framework. The paper presents the five-step reuse process that emerged from the data analysis with particular emphasis on the reappropriation and learning and developing steps. The paper stresses the significance reuse of OER has for language teaching practices in the context of distance education and raises the question whether OER reuse can lead to significant changes in teaching practices.
- Published
- 2020
- Full Text
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3. Using collaborative peer reflection to develop student teachers’ practice
- Author
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Nia Cole-Jones, Nerys Defis, Alison Glover, Mathew Jones, and Rachel Wallis
- Subjects
Micro-teaching ,Reflection ,Student teacher ,Teacher Education ,Teaching practice ,Video technology ,Education - Abstract
This paper reports on a project that supported the development of feedback, critical reflection and collaborative skills for student teachers using video technology. As a consequence of the Covid-19 restrictions for face-to-face teaching a micro-teach activity was developed for student teachers. Micro-teaching is an activity in which student teachers plan, teach and reflect on small lessons, or parts of lessons. This is frequently used in teacher education as an approach to support planning and reflection, yet it typically occurs face-to-face. Reflection is widely recognised as a key skill that student teachers need to develop as part of their teacher education. Video-supported peer reflection was considered appropriate for the student teachers as it offered them opportunities to review and reflect upon their own, as well as others’ teaching practice; enabling them to revisit recorded lesson segments as frequently as required. Student teachers were surveyed before and after the micro-teach activity. These survey responses are explored here and include the benefits and challenges of supporting the development of pedagogic skills and peer reflection in an online distance learning environment. Improvements in student teachers’ reflection and levels of confidence in peer assessment are also discussed. The most important learning to emerge from the micro-teach activity was the positive impact of the collaborative cross-phase nature of the project, predominantly the reflecting with, and learning from, others.
- Published
- 2024
- Full Text
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4. Les défis de l’enseignement de la danse à distance : entre absurdité et opportunité
- Author
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Cathia Papi and Geneviève Dugré
- Subjects
teaching ,distance ,dance ,leisure ,movement ,Education - Abstract
This paper examines the development of distance learning dance lessons during the pandemic. Research in the field and interviews with 34 dance teachers show that teaching dance at a distance raises a large number of challenges, to the point where it is possible to question whether it makes sense to teach dance at a distance. While for some teachers, teaching a dance remotely seems absurd, given that this activity implies human contact, particularly for couple dances, for others, this practice has been an opportunity to develop certain aspects of their teaching that have not been explored in depth in person, to temporarily maintain links with their learners, or even to perfect their skills with the distance courses given by other artists all over the world. From the impossibility of touching others to the lack of space at home, from the confusion of spatial reference points to sound shifts, dance teachers who decided to teach at a distance have had to rethink their classes and adapt their practices to distance education.
- Published
- 2024
- Full Text
- View/download PDF
5. Travaux collectifs à distance et mobilisation des apprenants : l’exemple d’un diplôme d’université en ligne
- Author
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Patrick Lemaire and Viviane Glikman
- Subjects
online learning ,continuing education ,higher education ,media-based learning environments ,collective tasks ,collaborative tasks ,Education - Abstract
This paper first describes the characteristics of the online learning system that was studied and analyses how learners participate in the various activities on which it is based (information sharing, discussions on forums, collaborative tasks, virtual meetings). It thus aims to establish how these activities and the support provided contribute in fostering persistence and involvement in the learning process, and the creation of a learning community. The data gathered and the points of view the learners expressed enable conclusions to be drawn regarding the engagement, the friendliness and trust that were developed. The paper concludes on the interest of the chosen approach and on its relatively few weaknesses, along with pointers to improving its effectiveness and a consideration of its potential for working in other contexts.
- Published
- 2016
- Full Text
- View/download PDF
6. L’engagement et la persistance dans les dispositifs de formation en ligne : regards croisés
- Author
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Gaëlle Molinari, Bruno Poellhuber, Jean Heutte, Elise Lavoué, Denise Sutter Widmer, and Pierre-André Caron
- Subjects
distance learning ,engagement ,motivation ,flow ,serious game ,computer-supported collaborative learning ,Education - Abstract
The authors describe the theoretical and methodological approaches they use in their research when studying the phenomena of engagement and persistence in distance learning settings. This paper is organized into three sections corresponding to three different perspectives on engagement: a section about student engagement in distance learning and MOOCs; a section about engagement in serious game; and a section about engagement in learning communities and in computer-supported (distance) collaborative learning. Each section provides a definition of engagement, identifies factors of engagement and describes existing measures of engagement. This paper ends with a synthesis of theses perspectives and opens up with new research questions.
- Published
- 2016
- Full Text
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7. La formation au numérique dans les établissements d’enseignement supérieur : des espaces d’hétérogénéité au cœur du dispositif C2i
- Author
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Laurent Mell and Hélène Trellu
- Subjects
C2i ,e-skills ,uses ,pedagogy ,autonomy ,innovation ,Education - Abstract
The increasing impregnation of digital across all spaces of French society (health, education, economy, environment, etc.) but also to all activity contexts (personal, professional, school, etc.) isn’t without involving the development of a multitude of associated uses. The increased need for digital skills in the workplace has led a number of universities to offer training in digital in order to respond to a request: C2i device. The present paper aims to question firstly how the different actors, in universities, imagine training in digital; on the other hand, this paper highlights the practical implementation of C2i device (conditions of organization, evaluation and certification methods). the proposed analyzes are based on the results of two quantitative surveys and one qualitative survey conducted with stakeholders in higher education, the world of work and associations.
- Published
- 2016
- Full Text
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8. Pédagogies et publics des formations à distance. Quelques touches historiques
- Author
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Viviane Glikman
- Subjects
open and distance learning ,learners’ points of view ,educational methods ,educational technologies ,media based learning systems ,Education - Abstract
This paper refers to a presentation given by Geneviève Jacquinot on “History of educational forms in distance and open learning” in a seminar held by the Gehfa (« Groupe d’études - histoire de la formation des adultes » - Study group - history of adult education) in 2013. It essentially aims at illustrating what she mentioned on this occasion about learners and how they deal with these modes of learning from an educational and technological point of view. In this perspective, this paper relies on studies and/or researches that I carried out about the uses and users of media based learning systems. Excerpts, retrieved from interviews with learners conducted in this context and only informally published till now, support some ideas submitted in the paper, the main purpose of it being to bring a few lights on how various distance teaching models are perceived by learners, of whom I have here chosen to be the spokeswoman.
- Published
- 2015
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9. Vers une industrialisation de la formation à distance à l’université
- Author
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Marc Trestini and Bernard Coulibaly
- Subjects
industrialization training ,distance learning ,e-learning ,rationalization ,idealization technologization ,Education - Abstract
After defining the concept of industrialization training in general, as well as those concepts that underlie and characterize them in this paper, we’ll show how the current production process and monitoring of distance learning tend to industrialize ( i.e. meet the characteristics of the concept). We’ll do this by reporting on research conducted between 2010 and 2012 at the University of Strasbourg. The objective of this research was to analyze such a process at work and measure its impact on the uses and the users of the EAD. The questions we try to answer in this paper are: why and how(precisely) this change has been made, what ideas led prescribers to review how to design et to produce distance learning, how these changes have been experienced by the different actors (education officials, teachers, students) and how they have changed the uses of technology for teaching and practices of teachers and students). Are they satisfied with this new device? Do these reconfigured devices correspond to their needs? What conclusions can be drawn?
- Published
- 2014
- Full Text
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10. Compétences et formation à distance : des prescriptions du dispositif aux attitudes des étudiants
- Author
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Brigitte Albero and Sandra Safourcade
- Subjects
open and distance training ,higher education ,digital technologies ,training systems ,competency framework ,Education - Abstract
In French higher education, training is usually tailored to the logic of disciplinary contents. This paper reports on a study addressing a system aimed at student’s acquisition of competencies. The investigation focuses on the representations and expectations developed by students in a higher level course in management and ICT, in response to the prescriptions of the competency framework of the system. They work in one of two possible forms (distance/presence) and their responses are compared. The paper first abstract the organizing principles of the system (multipartners consortium with shared resources, design articulating training, logistics, end-user approach, hybrid forms and differentiated instrumentation of learning processes. The second part describes the theoretical and methodological approach of the investigation with the two groups. The third part explains the results. Some were expected: instrumentation (whether physical or symbolic) perceived as more informational at distance, more socio-relational in presence. Other results are counter-intuitive: reversal between distance/presence students of expected appraisals concerning the constraints and flexibility of the system. Within the system, the study reveals structural connections between criteria nationwide (generic training offer) and local (adjustment to regional socioeconomic features, individual student follow up). Various forms of learning instrumentation are identified beyond basic technological informational levels. They clarify problems of the training environments which hybrid different forms of pedagogy unheeding of consequences in terms of work reorganization and learning follow-up.
- Published
- 2014
- Full Text
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11. Développement et validation psychométrique d’une échelle de mesure de l’engagement des apprenants dans les forums de discussion des MOOC
- Author
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Yannick Stéphane Nleme Ze and Gaëlle Molinari
- Subjects
students’ engagement ,self-report scale validation ,discussion forums ,MOOC ,Education - Abstract
This paper describes the development and validation of a students’ engagement scale in MOOCs discussion forums (EMEF). The first three steps of this process including the development of a preliminary list of items, their review and reduction by experts (n= 14) as well as their cognitive pretesting with three focus groups, ensured the content validity of the scale. The fourth step highlighted acceptable psychometric qualities of the EMEF after analysis of the data collected from 38 learners of 7 MOOCs of the University of Geneva. The exploratory factor analysis (principal axis factor) with Promax rotation performed and the examination of Cronbach’s coefficients confirm the construct validity and internal consistency of the instrument. The resulting scale is short and composed of 16 items divided into four subscales: cognitive engagement, social engagement, behavioural engagement and emotional engagement. The EMEF has proven useful for instructors to revise the instructional design of MOOC forums based on the level of engagement of learners.
- Published
- 2022
- Full Text
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12. L’engagement des étudiants dans les forums de discussion des MOOC : dimensions et indicateurs
- Author
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Yannick Stéphane Nleme Ze and Gaëlle Molinari
- Subjects
discussion forums ,engagement ,engagement indicators ,engagement dimensions ,MOOC ,Education - Abstract
This paper aims to clarify the notion of engagement in MOOCs discussion forums as perceived by students. To do this, we relied on the qualitative approach used by Fredricks et al. (2016) in the context of mathematics and science. The analysis of the eleven semi-structured interviews conducted with MOOCs students highlights three main findings. First, engagement as a construct with four dimensions (behavioural, affective, cognitive and social). Secondly, a clear distinction between these dimensions using the related indicators we have identified. Finally, the dynamic aspect of engagement: engagement may be absent, low or high among students. These results provide a socially and contextually grounded definition of engagement in MOOCs forums that ensures the development of reliable and essential tools for measuring it and observing its quality over time.
- Published
- 2021
- Full Text
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13. Les enseignants du supérieur face à l’enseignement en ligne « obligé »
- Author
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Jacques Audran, Tomas Kaqinari, Dominique Kern, and Elena Makarova
- Subjects
higher education ,online teaching ,COVID-19 ,digital relationship ,acceptability ,link teachers-students ,Education - Abstract
The lockdown of higher education institutions in the European spring semester 2020 required an emergency migration to online teaching. Although support was offered to lecturers, the necessity to adapt to the situation remained in charge of them. This particular situation offers the opportunity to better understand the complexity of the challenge faced by the teachers and the possible evolution of their relationship to digital education. The main goal of this paper is to highlight the teachers’ first reactions, their priorities, and any changes in their relationship to educational technologies. Lecturers and teachers from three universities (N= 616) from the Upper Rhine region in Switzerland and France completed an online survey just after the spring 2020 lockdown. The questionnaire asked them about their practices and their feelings over three periods: before the lockdown, the period of switching to online lessons, and after lockdown. The first results show the effects produced by this massive use of online education and first and foremost the need to maintain the relationship with the students. They also suggest that the pandemic has improved the acceptability of online education, without ensuring its sustainable adoption.
- Published
- 2021
- Full Text
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14. Contrôlabilité d’un dispositif mobile via WhatsApp : amélioration des performances des apprenants
- Author
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Benjamin Nkwanui, Séverine Colinet, and Pascale Haag
- Subjects
controllability ,performances ,mobile learning ,WhatsApp ,Education - Abstract
This paper derives from a study carried out in a thesis on effects of pedagogic differentiation in mobile learning. The approach embeds in the fact that performance depends on the controllability of the techno-differentiated device by learners (Viau, 1994, p. 7). We wanted to find out if learners are going to perform better, if they would be in control of their mobile learning environment mediated by WhatsApp. An experimentation took place during six weeks in a year 4 class of 60 students of government technical high school Yaoundé 2. We could distinguish 47 learners of the face-to-face modality, to 13 others in blended learning through WhatsApp. Controllability could be evident by the presence of utility, usability and social rules factors (O’Malley, 2005, p. 36 et 37). Radar charts presented satisfactory scores obtained by techno-differentiated learners to evaluations administered before, during and at the end of the course. The ANOVA revealed that technology users obtained better performances. These results confirmed the controllability of mobile learning devices and the increase in performance with the use of WhatsApp. We concluded that such a differentiated setting is effective in the context of schools that find it tedious to acquire devices that are more sophisticated.
- Published
- 2021
- Full Text
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15. Travaux collectifs à distance et mobilisation des apprenants : l’exemple d’un diplôme d’université en ligne
- Author
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Viviane Glikman and Patrick Lemaire
- Subjects
formation continue ,collective tasks ,collaborative tasks ,community of practice ,dispositif instrumenté ,Online learning ,online learning ,enseignement supérieur ,Continuing education ,vécu des apprenants ,learners’ points of view ,Political science ,higher education ,communauté de pratiques ,continuing education ,travaux collaboratifs ,apprentissage en ligne ,travaux collectifs ,lcsh:L ,Humanities ,media-based learning environments ,lcsh:Education - Abstract
Cet article, après avoir présenté le dispositif de formation à distance étudié, analyse les modalités de participation des apprenants aux diverses activités collectives qui sous-tendent les apprentissages en ligne (partages d’informations, échanges sur des forums, réalisation de dossiers collaboratifs, regroupements virtuels). Il vise à déterminer l’influence de ces activités et leur accompagnement par l’équipe pédagogique sur l’engagement dans la formation, la persévérance et l’instauration d’une communauté apprenante. Les données recueillies et les points de vue exprimés par les inscrits permettent de conclure sur leur implication dans le processus de formation, les relations de convivialité et de confiance qui se sont instaurées, l’intérêt de la démarche adoptée, ses quelques défaillances, les évolutions à envisager pour accroître son efficacité et les conditions de sa reproductibilité. This paper first describes the characteristics of the online learning system that was studied and analyses how learners participate in the various activities on which it is based (information sharing, discussions on forums, collaborative tasks, virtual meetings). It thus aims to establish how these activities and the support provided contribute in fostering persistence and involvement in the learning process, and the creation of a learning community. The data gathered and the points of view the learners expressed enable conclusions to be drawn regarding the engagement, the friendliness and trust that were developed. The paper concludes on the interest of the chosen approach and on its relatively few weaknesses, along with pointers to improving its effectiveness and a consideration of its potential for working in other contexts.
- Published
- 2016
16. Évolutions des temporalités des apprentissages en régime numérique
- Author
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Anne Lehmans and Camille Capelle
- Subjects
format ,temporality ,digital teaching ,information ,knowledge ,school learning ,Education - Abstract
Digital technologies have changed the settings of work and leisure activities in space and time. Regarding the schoolwork, digital tools have not modified the relationship to time in learning activities, which still mainly take place in the space of the class and during the time of interaction and co-presence of teachers and students. However, changes are ongoing operating on the time spent in the school space and social interactions with the teacher and with other students. The paper examines the forms of rearrangements of the learning temporality in relation to the issue of knowledge formats. The latter can be defined as a knowledge organization model linking logic of knowledge and dynamic of uses. Three forms of rearrangements are examined: the alternation of social learning time and modulation of formats, distribution of social time and reticular learning formats, the time extensions.
- Published
- 2019
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17. Le potentiel réflexif de la modélisation des environnements personnels d’apprentissage
- Author
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Joris Felder
- Subjects
personal learning environment ,modeling ,autonomy ,Higher Education ,Education - Abstract
Based on a language for modelling personal learning environments (PLE) of higher education students that we have developed (Felder, sous presse), this explorative research aims to evaluate the potential of PLE models of students generated by the researcher as an intermediate object between the student and himself (reflexivity). The Personal Learning Environment Modelling Language (MEPA) supported by a generic model of the PLE allows students’ verbalized representations of their PLE to be visually objectified. A longitudinal study of 15 students validated the expressiveness of these PLE models and evaluated the reflexive potential of the models on students. Approached from the perspective of conceptual change theory, the study presented in this paper highlights the heuristic potential of models. The results show that students recognize the intelligibility, plausibility and fruitfulness of the modelling and that for some students, the objectification of their PLE has generated conceptual changes. This use of PLE models by learners could help to develop their autonomy, particularly by allowing them to recognize their person-plus.
- Published
- 2019
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18. État des lieux de la recherche francophone sur les formations ouvertes et à distance
- Author
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Emmanuel Béché and Daniel K. Schneider
- Subjects
literature review ,research in French ,open and distance learning ,techno-pedagogical system ,mediation ,mediatization ,Education - Abstract
In this article, we present a state of research in French on open and distance learning (ODL). It results from a manual thematic analysis of reading notes from 323 online scientific papers, mostly centered on the « distance » and « opening » aspects of ODL. Our results describe the history of ODL as the entanglement of pedagogy and mediation technology. They also link the conditions of their implementation to their contexts. At the heart of these techno-pedagogical systems, where distance is predominant, are engineering, mediation, and mediatization. This distance induces diverse educational relationship modes, and various forms of “gaps” to fill through tutoring and collaborative activities. Our results also highlight several theoretical models of ODL that emerge from studies on that topic. These include sociotechnical, critical, spatial-metaphorical, appropriation, hybridization, transactional distance, industrialization, economization and internationalization approaches.
- Published
- 2019
- Full Text
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19. La recherche sur l’encadrement à distance en enseignement supérieur
- Author
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Béatrice Pudelko
- Subjects
distance education ,distance tutoring ,online tutoring ,higher education ,learning support ,Education - Abstract
The overall goal of our project consists of the literature review on tutoring and learning support in distance higher education, published in French and English. In this paper, we describe the first step of this project, accomplished for three following objectives : (1) constitute an open documentary database on tutoring and learning support of distance learners ; (2) analyze the concepts of distance learner support and learning support in French-speaking and English-speaking perspectives ; (3) present an overall view of the publications contained in the database. The hermeneutic methodology of the literature review process (Boell & Cecez-Kecmanovic, 2014), allowed us to clarify the notion of learner/learning support in both perspectives and to focus the literature review on the subject of learning support/ tutoring in distance programs and courses. The database, available for free access on the web, includes 486 publications on this subject. The results present an overview of the research in both French-speaking and English-speaking perspectives and its evolution between 1974 and 2016, taking into account the organizational and institutional context of distance courses and programs (distance-teaching university vs. on-campus teaching university).
- Published
- 2019
- Full Text
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20. Compétences et formation à distance : des prescriptions du dispositif aux attitudes des étudiants
- Author
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Albero, Brigitte and Safourcade, Sandra
- Subjects
open and distance training ,digital technologies ,FAD ,FOAD ,pedagogía universitaria numérica ,competency framework ,dispositivo de formación ,pédagogie universitaire numérique ,dispositif de formation ,référentiels de compétences ,higher education ,marco de referencia de competencias ,training systems ,lcsh:L ,lcsh:Education - Abstract
En France, l’enseignement supérieur se structure généralement à partir des contenus disciplinaires. Cette étude exploratoire concerne un dispositif de formation qui privilégie l’acquisition des compétences par les étudiants. Elle repère par une enquête quantitative les représentations et attentes d’un public de haut niveau en management et informatique inscrits dans deux modalités différentes (distance/présence) en relation avec un même référentiel de compétences. La première partie dégage les principes d’organisation du dispositif (consortium multipartenarial, mutualisation des ressources, articulation des projets de formation, logistique, logique d’usage, hybridation et instrumentation différenciée des apprentissages). La deuxième partie présente l’approche théorique et méthodologique de l’enquête. La troisième partie expose les résultats : certains étaient attendus (instrumentation matérielle ou symbolique perçue plus informationnelle à distance et plus sociale en présence) ; d’autres sont contre-intuitifs (croisement des appréciations concernant contraintes et souplesse du dispositif entre les groupes présence/distance). Cette étude repère aussi des articulations entre critères nationaux (offre générique de formation) et locaux (ajustement aux particularités socio-économiques régionales, suivi individualisé des étudiants). Elle identifie diverses formes d’instrumentation des apprentissages qui dépassent les niveaux techniques et informationnels élémentaires. Elle éclaire ainsi les problèmes des environnements de formation actuels qui hybrident différentes formes pédagogiques sans en questionner les conséquences en termes de réorganisation du travail et de suivi des apprentissages. In French higher education, training is usually tailored to the logic of disciplinary contents. This paper reports on a study addressing a system aimed at student’s acquisition of competencies. The investigation focuses on the representations and expectations developed by students in a higher level course in management and ICT, in response to the prescriptions of the competency framework of the system. They work in one of two possible forms (distance/presence) and their responses are compared. The paper first abstract the organizing principles of the system (multipartners consortium with shared resources, design articulating training, logistics, end-user approach, hybrid forms and differentiated instrumentation of learning processes. The second part describes the theoretical and methodological approach of the investigation with the two groups. The third part explains the results. Some were expected: instrumentation (whether physical or symbolic) perceived as more informational at distance, more socio-relational in presence. Other results are counter-intuitive: reversal between distance/presence students of expected appraisals concerning the constraints and flexibility of the system. Within the system, the study reveals structural connections between criteria nationwide (generic training offer) and local (adjustment to regional socioeconomic features, individual student follow up). Various forms of learning instrumentation are identified beyond basic technological informational levels. They clarify problems of the training environments which hybrid different forms of pedagogy unheeding of consequences in terms of work reorganization and learning follow-up. En Francia, la formación superior se estructura a partir de los contenidos disciplinarios. Este artículo estudia un dispositivo que se fundamenta más en la adquisición de competencias por los estudiantes e investiga, con relación al marco de referencia, las representaciones y esperas de un público de alto nivel de calificación en gestión e informática, en dos modalidades (presencia/distancia). La primera parte extrae los principios de organización del dispositivo (consorcio multiasociativo, mutualización de los recursos, complementaridad de las competencias, articulación de proyecto, logística y lógica de uso, hibridación de la formación, instrumentación diferenciada de los aprendizajes). La segunda presenta el enfoque teórico y metodológico de la encuesta. La tercera presenta resultados : ciertos de ellos eran esperados (instrumentación percibida como más informacional a distancia y más sociales en presencia) ; otros son más contra-intuitivos (cruze de las apreciaciones de las obligaciones y de la flexibilidad del dispositivo entre los estudiantes en presencia y a distancia). Este trabajo permite observar articulaciones del dispositivo, entre criterios nacionales (legibilidad de una oferta genérica) y locales (inscripción en un territorio e individualización). También permite identificar diversas formas de instrumentación de los aprendizajes que sobrepasan los niveles técnicos e informacionales más elementales. Por lo cual aporta elementos de reflexión en cuanto a problemas de los entornos formativos que hibridan las modalidades de intervención pedagógica sin cuestionar las consecuencias en términos de reorganización del trabajo y de seguimiento de los aprendizajes.
- Published
- 2014
21. Modèle psycho-social et impensé numérique dans l’élaboration d’un dispositif pédagogique
- Author
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Aude Seurrat
- Subjects
intercultural ,mediation ,digital ,device ,Education - Abstract
The paper proposes a review of an experience of participating in a Council of Europe project and aims to highlight the different issues that have been raised during the adaptation of this tool, focused on intercultural relations, on a tool focused on intercultural encounters mediated by digital media. This article will allow us to show in more detail how the psycho-social model of interpersonal relations is limited for understanding the specificities of distance communication.
- Published
- 2018
- Full Text
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22. Stratégies d’autorégulation et synchronisation des temporalités dans un dispositif hybride : le rôle de l’évaluation
- Author
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Najoua Mohib
- Subjects
assessment ,blended learning ,mooc ,learning strategies ,temporality ,Education - Abstract
In this paper, we present a study on the effect of a blended learning module at Master level which learning outcomes were the development of project management competencies. Our objective was to better understand the impact of assessment on self-regulated learning as well as on time management in a module combining a Mooc and a face-to-face class. The analysis of students’ interviews shows that, for the Mooc, frequency of assessment facilitates the elaboration of self-regulation strategies despite the constraints they impose, which then allows the synchronisation of the multiple temporalities of the training programme. Results highlight the role played by teachers in self-regulation processes and invite to further explore pedagogical potentialities of evaluation.
- Published
- 2018
- Full Text
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23. Présence et temporalité des quiz d’évaluation en classe inversée : des effets sur le sentiment de compétence des étudiants ?
- Author
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Laetitia Thobois-Jacob, Emmanuelle Chevry-Pebayle, and Pascal Marquet
- Subjects
flipped classroom ,assessment ,temporality ,motivation ,perceived self-efficacy ,autonomy ,Education - Abstract
This paper highlights the issue of assessment of flipped classrooms in higher education. In particular, we focus on the interest in introducing quiz questionnaires in order to control students’ engagement in learning activities. Indeed, as not all students commit to the remote preparatory work, control quizzes may be introduced at the beginning of each face-to-face session. On the contrary, we argue that self-evaluation should be a better idea because these quizzes do not correspond to formative evaluation that can develop students' perceived self-efficacy. We tested the same flipped classroom scenario with two groups of students, the first one in an information-seeking course at the university and the second one in a digital literacy course in IUT. A detailed grid of assessment was provided to the students in both cases. In one group a quiz was also introduced to control students’ engagement in learning activities. Our results confirm that autonomous remote work produces a higher perceived self-efficacy even without any control quiz. But the additional grid of assessment, meant to help students’ self-assessment, was diversely appreciated.
- Published
- 2018
- Full Text
- View/download PDF
24. Esquisse d’une évaluation délibérative et apprenante pour penser autrement l’alternance en formation
- Author
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Lucie Roger and Philippe Maubant
- Subjects
alternance ,territories ,evaluation ,temporality ,professionnalization ,Education - Abstract
The ambition of alternation as an organizational and pedagogical configuration is closely linked to the question of time. However, no alternation model, no didactic-pedagogical configuration expressing the alternation project, seems to be unanimous among the actors involved in this engineering, whether they are trainers, training managers, "alternates", company tutors. Therefore, to have an expanded view on the possibilities for alternation it seems necessary to questioning the meaning of the temporality and the spaces, by soliciting the situation concept and considering the contribution of the digital resources to elaborate a formation that can create the conditions for professional learning. The dual issue of temporality and spaces of alternating training is considering through the paradigm of learning by exploiting the evaluative moments constitutive of a professionalization process. This paper is a draft of deliberative and learning assessment. It is also revealed another approach to training alternation considering the contribution of digital resources.
- Published
- 2018
- Full Text
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25. Approche hybride et supervision des mémoires de DiPES et DiPET II : essai d’évaluation des activités de tutorat menant aux productions des écrits par les élèves professeurs
- Author
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Julia Ndibnu-Messina Ethé
- Subjects
hybrid mediation ,evaluation ,ENS / ENSET ,final production ,research activities ,supervisory activities ,Education - Abstract
This paper examines the means of the effectiveness of the supervision of the dissertations of French language student-teacher in the Yaounde and Douala Higher Schools in a hybrid training system. It would like to solve the problem of the supervision of dissertations at distance and at presence of the student-teachers. It’s why, the survey, which was partly carried out in 2012 and 2013 and finalized in 2016, was conducted with 73 participants distributed in presence and at distance. Generally, student-teachers claim to benefit from an improvement in follow-up when they are supervised with the support of the LMS platforms and in addition to the use of networks. Remote mediation becomes one of the essential components of quality supervision and coaching at the university despite the difficulties of computer manipulation by the participants.
- Published
- 2017
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26. Spécificités et généricités des difficultés et besoins d’aide exprimés par les inscrits à un MOOC
- Author
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Marc Trestini and Richard Cabassut
- Subjects
MOOC ,help in a digital context ,mediation ,techno-pedagogical innovation ,systemic model ,exploratory data analysis ,Education - Abstract
Among the technopedagogical innovations of the last decade, MOOCs are undoubtedly one of the most significant in the history of digital learning environments. But because of the large number of enrolled students they allow and the resulting variety of the public, these devices have quickly become a real challenge for the technopedagogical engineers responsible for their design or for researchers who want to study their behavior. This is all the more true when one examines the online training courses which are offered to the people enrolled. The variety and multiplicity of the variables involved are difficult to process with traditional analytical techniques. In this paper, we therefore propose to use the exploratory data analysis techniques, using descriptive cluster statistics to determine which difficulties and needs of aid expressed by the members of a MOOC are specific or common to all. We will expose the features that the MOOCs under scrutiny have in common, while emphasizing the specificities of each. The results will have an impact on the help that will be given.
- Published
- 2017
- Full Text
- View/download PDF
27. Étude de la motivation autodéterminée des étudiants dans le contexte d’une activité pédagogique faisant appel à Facebook comme plateforme d’échange
- Author
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Hassen Ben Rebah and Georges Modeste Dabove
- Subjects
social networks ,Facebook ,self-determination ,motivation ,ICT ,Education - Abstract
This paper studies the self-determined motivation among a group of students enrolled at the Higher Institute of Technological Studies of Mahdia (ISETM) in the context of an educational activity using Facebook as a platform for exchange and collective construction of knowledge. In this work, we resorted to self-determination theory of Deci and Ryan (1985) which gives a pertinent evaluation framework of self-determined motivation among our target audience in a learning environment based on ICT. The results indicate that students constituting a group are motivated to use Facebook for learning purposes. Ultimately, the use of Facebook as an educational artifact is particularly appreciated by students to enable them to acquire new knowledge and have the satisfaction of advancing skills. Given the motivational aspect offered the use of this social network in university teaching, we can deduce that it has a huge potential for a massive and effective integration of ICT in higher education.
- Published
- 2017
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28. L’usage de « capsules post MOOC » et des podcasts à l’Université d’Abomey-Calavi
- Author
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Serge Armel Attenoukon
- Subjects
MOOC ,CPMOOC ,podscasts ,knowledge mediation ,campus based teaching ,misuse of technology ,Education - Abstract
This paper presents the issue of a misuse in the knowledge mediation. Our investigation focuses on the role of Massive Open Online Courses (MOOC) data in the campus based teaching with a limited access to Internet and a poor energy availability. Considering the new policies supported with the goals to teach, learn and assess students differently, and also ensure the quality, what is the added value of the MOOC and especially the videos and podscats in the university pedagogy? Our investigation was based on a qualitative research with 61 individuals (students
- Published
- 2017
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- View/download PDF
29. Le temps vécu. Discours d’enseignants disposant d’un TNI sur le temps de préparation des cours
- Author
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Cédric Fluckiger, Stéphanie Boucher, and Bertrand Daunay
- Subjects
didactics ,documents ,resources ,Interactive Whiteboard ,didactic time ,Education - Abstract
This paper discusses how teachers perceive time spent to prepare lessons, when they use an Interactive Whiteboard. It relies on several interviews with primary school teachers that show, according to what they say, that it is possible to differentiate technical time, didactic time and distribution time. These times are all part of the economic language of the investment of time, although teachers mention also interest or pleasure.
- Published
- 2017
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30. The response to current challenges from an institution of open and distance learning, the Open University, UK
- Author
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Hélène Pulker
- Subjects
ODL ,e-learning ,retention ,MOOCs ,student support ,funding ,Education - Abstract
Researchers in ODL (Open and Distance Learning) in higher education have argued that the future of distance learning institutions would be threatened by the increasing blurring of the boundaries between traditional residential and distance education institutions, noting that ODL institutions are less unique than they use to be However, in the UK, it is the changes in government policy including the introduction of student fees that has been the most impactful factor on student numbers and viability of organisations. Following the loss of government funding for Equivalent or Lower Qualifications (ELQ) in 2008, the Open University has had to operate drastic changes to secure funding and attract new students. This paper gives an overview of the challenges faced by the Open University and reports on a few of the latest developments the institution is proposing to revitalise its uniqueness and its relevance.
- Published
- 2016
- Full Text
- View/download PDF
31. Diriger les mémoires à distance à l’université : un levier pour la compréhension d’une dimension du métier d’universitaire ?
- Author
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Emmanuelle Annoot and Jean-Yves Bodergat
- Subjects
research supervision in master ,academic profession ,distance training ,mentoring ,professional posture ,Education - Abstract
The transition from face-to-face class to distance education produces a series of “provocations” (Jacquinot, 2010) in universities that we will study. Our study aims at supervising students from South-East Asia working on a research paper. These students are enrolled directly in the second year of a masters program and are trained by academics belonging to a French educational sciences department, under an agreement between universities. What are the “provocations” (Jacquinot, 2010) caused by distance education in this activity? Our explanatory hypothesis is that distance exposes pedagogical guidelines through the identification of academics’ strategies to compensate for their absence.
- Published
- 2016
- Full Text
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32. Médiation numérique en éducation
- Author
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Jean-Luc Rinaudo
- Subjects
mediation ,media coverage ,psychoanalysis ,second life ,tutoring ,Education - Abstract
The aim of this paper is to show, according to a psychoanalytical perspective, how digital practices in education are built in tension between "subjectivation" and a work of de-linking, at the subjective level. Going from one position to the other is probably facilitated by ambiguous expressions such as " digital mediation ".
- Published
- 2015
- Full Text
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33. Apprendre sur et de l’information pour les élèves : de la réception à la médiation de l’information numérique par les professeurs-documentalistes
- Author
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Sylvie Marciset-Sognos
- Subjects
information ,mediation ,information training ,access to information ,knowledge ,reception ,Education - Abstract
Information and knowledge have different definitions, perceptions and practices. This distinction concerns the sharing of knowledge, as knowledge and information are characterized by and through cognitive processes. The question of the building of meaning is raised when information is approached via a subject/object relationship implying relations of reception, appropriation and mediation. From a theoretical point of view, information and communication sciences, and more precisely, the information-documentation branch, consider that information is notably « a knowledge built and circulating in communication processes » (Fabre, Gardiès, 2011). If these processes include the notion of access to information, the study of the distinction between information and knowledge enables us to transcend it. From a methodological point of view, in secondary schools, information is taught with the aim of explaining its nature and its role in a society where we often mostly focus on the medium or on the use of the omnipresent information. What is at stake in this paper is specifying how this distinction between access to information and knowledge is taken into account in the official instructions and in the professional practices of teacher-librarians, who are in charge of a certain kind of information training.
- Published
- 2015
- Full Text
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34. Ressentis sur les Mooc dans une université
- Author
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Thierry Gobert
- Subjects
MOOC ,CLOM ,FUN ,action research ,university. ,Education - Abstract
In 2013, the French Ministry of Higher Education and Research launched the "France université numérique" project (FUN). The purpose of that MOOC portal is to position innovative technology at the educational process. Universities, even those already involved in the project, reacted to that announcement. The present paper explores the sometimes strong reactions of academics and researchers, including those involved in the new project. Based on an action-research methodology, it aims at identifying their perceptions and even at getting these to evolve, and at bearing on practices. The method includes three steps: collecting a corpus of the initial representations academics had (1), introducing FUN, enhancing interest in it and explicating the university's major digital projects (2), presenting two MOOC, and reflecting on the potential integration of similar educational models (3). The results show the importance of the perceptions of the concerned parties in an innovative undertaking, and the role research action can play to sustain it.
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- 2015
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35. Des responsables d’équipe dans le déploiement d’un enseignement à distance : entre innovation, industrialisation et modèles de dissémination
- Author
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Jean-Michel Gélis
- Subjects
distance learning ,innovation ,industrialization ,innovation models ,Education - Abstract
This paper deals with the deployment of distance learning systems in universities. We here explore a particular case, when an existing distance organization is deployed on courses of the same institution only available in face to face contexts, with an increase of the number of students and a new experience for teachers already very experimented for the face to face classes and nearly beginners in distance teaching. Specific actors, the team managers, played a key role in this deployment. They were volunteers and had to adapt the pedagogical model of distance learning to their teachings. They involved and managed a team of colleagues, “translating” the innovation process to their team. Our experience deals with innovation, industrialization and their models. In the first part, we recall some important theoretical frameworks, then we explain our methodology and finally we discuss our results, referring to the previous frameworks.
- Published
- 2015
- Full Text
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36. La classe virtuelle, quels effets sur la pratique de l’enseignant ?
- Author
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Georges Ferone and Aurore Lavenka
- Subjects
virtual class ,distance learning ,remote interaction ,self-direction ,Education - Abstract
In distance education, the use of virtual classes is increasing. However, research has shown contrasted results in terms of learning. In this paper, we mainly focus on measuring the effect of virtual classes on teacher’ practices. Comparing the same course provided by the same teacher when physically present or at distance, we show that the virtual class is more structured and that the teacher follows more closely the scenario he has set for the virtual class. We rely on the results of research to assert that the virtual classroom is an effective tool for delivering content to less self-directed students.
- Published
- 2015
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37. Les étudiants entre cours magistraux et usage des TIC
- Author
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Cathia Papi and Viviane Glikman
- Subjects
university teaching and learning ,lecture ,blended learning ,online learning ,use of educational technology ,students’ points of view ,Education - Abstract
This paper explores students’ opinions towards lectures and other university learning modes in regard with the use of digital tools. It is based on a survey conducted between 2012 and 2014 with 1640 students who registered for the first time at the University of Picardie Jules Verne where they attend face-to-face lectures and tutorials in various disciplines as well as preparing for the Computer and Internet Certificate (C2i) through blended learningIt first presents the ways in which students use digital tools in their daily life and for studies. It examines the preferences that they express between lectures on campus, blended and online learning and it develops their points of view on these various teaching methods. Then, it deals with the students’ reactions to the introduction of digital or audiovisual resources during face-to face lectures and with factors (gender, previous school experience) which influence their feelings about the use of digital tools for learning. Finally, it concludes that most of those who had been questioned appreciate the use of technology during lectures as a means to make teaching more dynamic. It also points out that online technology satisfy students’ need to access content at any moment. However, they still reveal a strong attachment for lectures as well as for tutorials, which give them the opportunity to rub shoulders with teachers and other students and to directly interact with them.
- Published
- 2015
- Full Text
- View/download PDF
38. Langues pour étudiants spécialistes d’autres disciplines : de l’amphithéâtre à l’autonomie d’apprentissage
- Author
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Cédric Brudermann and Nicole Poteaux
- Subjects
Education - Abstract
While current European policies are promoting new skills, enabling students to both work and interact in international contexts, the field of "language for specific purposes" at university level in France tends to use the traditional amphitheater/classroom settings – which are specific to non linguistic academic disciplines – as their main teaching and learning paradigm. However, current knowledge concerning learning processes shows that interaction is of utmost importance to allow one to build new knowledge, and – in the case of foreign languages – foster proficiency development. In this respect, information and communication technologies have the potential to facilitate the design of new learning environments. But, by cascading effect, their implementation requires an upstream thought process, i.e. an instructional design phase, itself supported by epistemological foundations.This paper aims at highlighting how research can shape and nourish a rigorous instructional design approach and further lead to the implementation of well thought-out teaching and learning systems dedicated to foreign languages. To illustrate this, two experimental devices set up in two French universities (University Pierre and Marie Curie and University of Strasbourg) will be presented. A discussion on large-scale deployment of distance education solutions and on tailor-made languages for specific purposes teaching and learning practices in the current sociopolitical context will follow.
- Published
- 2015
- Full Text
- View/download PDF
39. Un retour en actualité de la notion de démarche dispositive ?
- Author
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Geneviève Lameul
- Subjects
action research ,computing systems ,innovation ,systemic approach ,design based research ,collaborative engineering ,Education - Abstract
This paper highlights the concept of systemic approach developed by Geneviève Jacquinot and Hugues Choplin in 2002. This concept, at the crossroads between innovation and computing systems can be seen in the context of other forms of research most often considered today as cooperative engineering or design based research. Written from a very personal point of view based on the experience of the author, the article questions the cumulativity of research results and also the links and bridges to build to access better understandability of increasingly complex situations. It specifies the different situations where research and action are present and intersect and enlighten each other, and questions the postures of the actors in each configuration.
- Published
- 2015
- Full Text
- View/download PDF
40. Isolation and Connection: The Experience of Distance Education
- Author
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Penny Rush
- Subjects
Education - Abstract
In 2013, the Student Centre at The University of Tasmania began researching the development of distance learning support. A survey was designed as part of this endeavour, which attracted 1002 responses. The survey’s broad context focused on the primary drawbacks and benefits of distance education in general and sought to identify emergent themes characterising students’ experience with distance education. The narrow context targeted utilization of the university’s online services. This paper presents key broad context results, providing a ground for further research informed directly by student experience. Certain aspects of the analysis are explicated through the lens of existing theoretical frameworks, particularly those of Moore, Tinto, and Holmberg. But the results also contribute directly to theory by revealing complexity and internal differentiation in the dominant themes of ‘connection’, ‘contact’, ‘isolation’ and ‘consideration’; and reinforcing the student perspective as a key dimension of theoretical conceptualisations of distance education itself. First publication : http://www.ijede.ca/index.php/jde/article/view/936
- Published
- 2015
- Full Text
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41. Distances, absence, proximités et présences : des concepts en déplacement
- Author
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Daniel Peraya
- Subjects
distance education ,distance ,presence ,Jacquinot ,Education - Abstract
This article presents the evolution of two key concepts of distance education: distance and presence. These concepts took shape between two landmarks: the first one, the inaugural questioning by Geneviève Jacquinot in 1993 and the second one, two thematic issues of Distances and Knowledge published in 2011 that attempted to answer this question: Where is distance going? This paper is not an exhaustive review of literature, but a « distanced » re-reading of significant texts about the evolution that led researchers to apprehend distance education from the concept of presence and not from the one of distance.
- Published
- 2015
- Full Text
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42. A Historical Overview of China’s Learning City Construction: Since the 1990’s
- Author
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Ye Zhonghai, Zhang Yong, and Ma Lihua
- Subjects
learning city ,stage ,basic features ,Education - Abstract
Learning city is an indigenous concept in China, which refers to a development approach that centres on people’s development in order to improve civilization, build learning culture, and enhance a city’s comprehensiveness. This paper aims to demonstrate the historical processes and stages of China’s learning city construction, as well as its basic features and development patterns. This construction has three stages: preparation stage, exploration stage and development stage. Its basic characteristics are analysed from the perspectives of operating mechanism, promoting strategies, key construction, and protection measures. The development of learning city depends on the level of economic knowledge and vitality of the city. At the same time, the development of learning city is limited by the development of modern city and geographical conditions.
- Published
- 2015
- Full Text
- View/download PDF
43. Les voix de la distance
- Author
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Patrick Guillemet
- Subjects
Facebook ,distance ,provocation ,empowerment ,abandon ,research. ,Education - Abstract
This paper, inspired by Geneviève Jacquinot’s theory of provocation, discusses the questions arising from the creation of a Facebook page by students of a Quebec distance-teaching university. It deals especially with the appropriation of Facebook by the students and its influence on their empowerment, as well as the problems shared by them. On this occasion, it also questions the research on abandon in distance-teaching and the challenge of innovation in a distance-teaching university.
- Published
- 2014
- Full Text
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44. Les étudiants préfèrent Facebook
- Author
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Patrick Guillemet
- Subjects
campus ,distance ,dual-mode ,motivation ,perseverance ,Facebook ,Education - Abstract
This paper presents the results of a study of the methods of learning and the use of technologies by Quebec university students, which shows that they are little attracted by distance learning and online learning. Hypothesizing that their perceptions may have been influenced by the opinions of dual-mode students it analyzes the messages on a Facebook page created by students of a distance university, which show their concerns about their studies, as well as various factors affecting their perseverance. It also questions the theories of motivation and perseverance of distance students.
- Published
- 2014
- Full Text
- View/download PDF
45. Les problématiques de conception en formation à distance : Logiques et contextes du web
- Author
-
Jean-François Bourdet
- Subjects
learning devices design ,uses of the Internet ,curriculum ,Education - Abstract
This paper focuses on relations between uses of the Internet (web 1.0, 2 and 3) and logics of design for the on line devices for education. It enlightens the change from a logic based on “surfing” to one strongly connected with a constructive approach, then to a questioning about the meaning of the curriculum itself.
- Published
- 2014
- Full Text
- View/download PDF
46. Usages des TIC et socialisation professionnelle des enseignants-chercheurs
- Author
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Nathalie Lavielle-Gutnik and Luc Massou
- Subjects
professional socialization ,use of ICT ,teaching function ,relational transaction ,sociotechnical systems ,Education - Abstract
By taking support on a new data analysis collected in the Tec-Meus survey (2008-2011, MSH Lorraine) about the role given to information and communication technologies (ICT) by academics in human and social sciences in their teaching activity, we intend to focus ourselves in this paper on the comprehension of professional socialization’s processes concerned in their declared use of ICT. By professional socialization, we mean the construction of a professional identity of academics based on the incorporation of specialized knowledge (Dubar, 1998), in particular those relating to the use of ICT. In the specific case of academics that interests us here, our results show that they are less the exchanges with peers or negotiations of professional practices facing socio-institutional paradigms than the relations with learners and sociotechnical systems which play a significant role in socialization’s processes of academics in human and social sciences.
- Published
- 2013
- Full Text
- View/download PDF
47. Le forum de discussion en formation : un espace potentiel d’accès au rapport qu’entretient autrui avec les objets d’apprentissage
- Author
-
Christèle Roux and Patrick Mayen
- Subjects
professional didactics ,activity ,learning ,mediation ,discussion forum ,agriculture ,Education - Abstract
This research focuses on the discussion forum, a space for asynchronous communication at distance. Using the discussion forum as part of open and distance learning systems in vocational training, is a growing activity because it is considered as a place offering interesting pedagogical possibilities. Based on the difference between what the designers of these learning systems expect and what can be observed on these forums, we have chosen to approach this social subject from a perspective which is fairly uncommon in other works in this field. Indeed, we focus on the concept of activity and consider contributing to the forum as a situated practice. Our research goal is to identify how the forum constitutes a meditation system which generates activities likely to produce learning. We use professional didactics and mediation theories as a basis for our work. This paper addresses the forum situation, a work situation into which learners are integrated. Thus, the methodological choices are in line with the methods used to analyze situations at work; they establish a distinction between task and activity and during interviews, confront learners with the traces of their activity.In the forum we studied, the learners’ activity is only mildly consistent with the prescribed tasks. This being said, the forum does seem to be an ideal place to gain access to the way in which others relate to the learning objects. If we take this into consideration it serves as a form of mediation to build, strengthen or re-examine the relationship to learning objects and to control a mutual understanding of them.
- Published
- 2013
- Full Text
- View/download PDF
48. Le nouveau dispositif « eZoomBook » : perspectives pédagogiques
- Author
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Christine Evain, Chris De Marco, and Simon Carolan
- Subjects
eZoomBook ,eZoomLayer ,participative culture ,ICT in Education ,book club ,project-based pedagogy ,Education - Abstract
“eZoomBook” is a project-based pedagogy and an associated platform for the structuring and development of multi-scale documentation: the platform allows for the creation of interactive multiple scale documents through a Wiki-like collaborative system of construction. The educational perspectives of eZoomBook are highlighted by three experiments carried out at École Centrale de Nantes: the first in the context of a literature course, the second in the context of a “reading club” and the third in the context of an English class with engineering students in an apprenticeship programme. This paper analyzes the value proposition of the eZoomBook platform which allows us to implement an innovative pedagogy made possible by the eZoomBook tools and to create a library of crowd-sourced reading material called eZoomBooks. The eZoomBook project-based pedagogy leads us to reflect on blended learning as well as the balance between e-learning/classroom learning and collaborative/individual work.Moving beyond the prototype, the fully-functional eZoomBook platform will be accessible to all, at the end of 2013. This opens new perspectives for linking our new eZoomBook tool with the range of ICT in Education tools (Intranet, blogs, etc.) as well as existing open-learning platforms.
- Published
- 2013
- Full Text
- View/download PDF
49. L’engagement des enseignants dans un dispositif d’enseignement à distance
- Author
-
Jean-Michel Gélis
- Subjects
e-learning ,e-learning management ,tutor ,collaboration ,problem-situation ,Education - Abstract
The department of pre-service teacher education of the Cergy Pontoise university decided in 2010 to organize an e-learning version of its courses. In order to go as fast as possible, teachers of the department were all of them volunteers. In this paper, we focus on a team of mathematics teachers whose discourses were recorded at the end of their first year of practice. We precise adaptations teachers have made to perform their synchronic interactions, to deal with particular students and courses learning. We also stress their limits, about problems situations design and about collaborative and socio-constructivist aspects. We refer to theoretical frameworks originating from educational sciences and didactics of mathematics. A final discussion allows us to point out some consequences and take a more general point of view.
- Published
- 2013
- Full Text
- View/download PDF
50. Étude des pratiques d’utilisation d’une plate-forme pédagogique et analyse de leurs relations avec la satisfaction des étudiants à l’égard du système
- Author
-
Emna Ben Romdhane
- Subjects
students ,pedagogical platform ,satisfaction ,digital traces ,usage ,Education - Abstract
This paper presents usage practices of a pedagogical platform using the traces left by students. It also explains the relationship between active and passive usage and the student’s satisfaction towards the interfaces and the content of the system. The data were collected through questionnaire and traces from 179 users in three Tunisian universities. The results show that the functionalities of content transmission are those most used by students and this passive usage of platform determines the satisfaction of students towards the system.
- Published
- 2013
- Full Text
- View/download PDF
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