Search

This contribution aims to analyze the factors determining the acceptance and use of social networks in distance learning by students from universities and higher schools in Niger. We have adapted the theory of acceptance and use of technology (UTAUT) developed by Venkatesh et al. (2003) to study the influence of performance expectation, effort expectations, intention to use, social influence and facilitating conditions on behavioral intention to use social media in distance learning. The moderating effect of age, sex and level of study was tested. The study was conducted among students from universities and higher schools in Niger who used social media to assure educational continuity. 93 students responded to an online questionnaire and the data collected was analyzed by the linear regression method, using SPSS 20. The results showed that the expectations to use social media in distance learning are influenced by the 5 variables. The results showed a moderating effect of gender on intention to use and on expectation of use of social media in distance learning., Cette étude aborde la question des facteurs qui déterminent l’acceptation, par les étudiants, des réseaux sociaux numériques pour apprendre. Les attentes d’usage des réseaux sociaux pour apprendre, seraient-elles en lien avec une valeur ajoutée escomptée dans l’apprentissage, ou uniquement le résultat d’un effet d’entraînement social ? Cette recherche s’appuie sur le modèle UTAUT (Unified Theory of Acceptance and Use of Technology). Les données proviennent d’un questionnaire en ligne auquel 520 étudiants de l’Université virtuelle du Sénégal (UVS) ont répondu. Un modèle structurel à moindres carrés partiels permet d’établir que, l’intention d’usage et l’attente d’usage des réseaux sociaux pour apprendre, sont influencées par l’attente d’effort et l’influence sociale. Aucun effet significatif de l’attente de performance sur l’intention d’usage n’a été globalement mis en évidence, bien qu’une différence significative liée au genre soit notée de ce point de vue.

Based on a socio-cultural perspective on educational policy as practice, this study used interviews, classroom observations and document analysis to investigate the case of four teachers' implementing an educational policy and implications of their practices for first and second grade students' access to, performance and retention in school, especially girls. Results revealed that a) teachers interacted mainly with the pedagogical and the content knowledge; b) the classroom atmosphere was more collaborative and "student-centered"; c) teachers facilitated knowledge building from students' experiences; d) students became relaxed, inquisitive and responsible for their learning; e) girls participated in the classroom more often than boys while the repeater-rate was almost non-existent; and f) female parents and illiterate mothers became involved in their children's learning process (e.g. helping in homework, visiting school to inquire about their children's work). It is concluded that the teachers' interaction with the policy had positive implications for pupils' (mainly girls') learning.

The study concerns the training of supervisors1 of primary school teacher training institutions (ENI2) in Niger with a particular focus on profiles, working conditions, and motivation. It aims at determining in what ways these variables influence or affect teaching activities. The results show that the variables related to profile and bad working conditions determine motivation which in turn affects classroom teaching behaviours.