Article

Entre présence et absence. La FAD comme principe de provocation

Authors:
To read the full-text of this research, you can request a copy directly from the author.

Abstract

Distance learning (DL) enables one to overcome the physical separation - whatever the reason for this separation - that comes between those who want to learn and those who can teach. This is the main purpose of DL. But in the meantime its many outcomes are not always encouraged, mastered or even foreseen. Indeed, having distance at the heart of the learning/teaching process means bringing about a number of changes that are as many "provocations" to traditional face to face teaching and to the system it is introduced into. This is what we are going to point out with examples we have experienced or been reported to, explaining each time how the "provocative principle" works as an echo of the main theories of DL and its evolutions driven by technologies and more generally by social contexts. Beyond DL itself, all these experiences and successive "provocations" have played a major role in bringing about a new model for learning and teaching.

No full-text available

Request Full-text Paper PDF

To read the full-text of this research,
you can request a copy directly from the author.

... The CoNeCTE research programme aims to develop different e-learning courses to meet the needs of the Lebanese labour market and the digital transition of professions . Distance learning is characterised by a physical distance between the learner and the trainer during the learning process Jacquinot-Delaunay, 2010) . Indeed, this type of teaching device does not require the presence of students and teachers in the auditorium or in the classroom . ...
... process Jacquinot-Delaunay, 2010). Indeed, this type of teaching device does not require the presence of students and teachers in the auditorium or in the classroom. ...
... To design e-learning courses, the Lebanese teams use the ADDIE model and also put into practice various e-learning design principles . Indeed, various authors (Horton, 2011;Basque & Baillargeon, 2013;Clark & Mayer, 2016) highlight various tips and recommendations . For example, the active engagement of the learner should be encouraged by proposing varied, engaging learning activities that are close to authentic situations and that encourage interaction and collaborative work (Basque & Baillargeon, 2013) . ...
... The CoNeCTE research programme aims to develop different e-learning courses to meet the needs of the Lebanese labour market and the digital transition of professions . Distance learning is characterised by a physical distance between the learner and the trainer during the learning process (Depover et al ., 2007;Jacquinot-Delaunay, 2010) . Indeed, this type of teaching device does not require the presence of students and teachers in the auditorium or in the classroom . ...
... process (Depover et al., 2007;Jacquinot-Delaunay, 2010). Indeed, this type of teaching device does not require the presence of students and teachers in the auditorium or in the classroom. ...
... To design e-learning courses, the Lebanese teams use the ADDIE model and also put into practice various e-learning design principles . Indeed, various authors (Horton, 2011;Basque & Baillargeon, 2013;Clark & Mayer, 2016) highlight various tips and recommendations . For example, the active engagement of the learner should be encouraged by proposing varied, engaging learning activities that are close to authentic situations and that encourage interaction and collaborative work (Basque & Baillargeon, 2013) . ...
Chapter
Full-text available
This contribution aims to give feedback on the use of Trello, a task management tool, in a context of team coaching in e-learning design. The handling of this digital tool was carried out in the framework of the Erasmus+ CoNeCTE project in partnership with Lebanese higher education institutions. In the framework of this research, the Pedagogical Engineering and Digital Education Service (UMONS) accompanies teacher-researchers in the design of virtual learning environments. In order to monitor them, we created dashboards combining the Kanban method and the ADDIE model. Focus groups were conducted with the design teams to analyse the usability and usefulness of the Trello tool in this context. Our results show that Trello is a fast, efficient and easy-to-use tool for managing a project remotely, visualising progress, encouraging collaboration and supporting design teams. This contribution is also an opportunity to write some recommendations about the integration of the Trello tool in a team support context.
... The CoNeCTE research programme aims to develop different e-learning courses to meet the needs of the Lebanese labour market and the digital transition of professions . Distance learning is characterised by a physical distance between the learner and the trainer during the learning process (Depover et al ., 2007;Jacquinot-Delaunay, 2010) . Indeed, this type of teaching device does not require the presence of students and teachers in the auditorium or in the classroom . ...
... process (Depover et al., 2007;Jacquinot-Delaunay, 2010). Indeed, this type of teaching device does not require the presence of students and teachers in the auditorium or in the classroom. ...
... To design e-learning courses, the Lebanese teams use the ADDIE model and also put into practice various e-learning design principles . Indeed, various authors (Horton, 2011;Basque & Baillargeon, 2013;Clark & Mayer, 2016) highlight various tips and recommendations . For example, the active engagement of the learner should be encouraged by proposing varied, engaging learning activities that are close to authentic situations and that encourage interaction and collaborative work (Basque & Baillargeon, 2013) . ...
... To do this, the teacher should establish communication with the family as soon as schools are closed (EdTech Hub 2020) and maintain regular communication throughout the closure. It is widely recognized in education science that the teacher-student bond influences success (Valiente et al. 2019), and this bond is necessarily weakened in distance education; of its six characteristics-or six distances (Jacquinot 1993)-pedagogical distance is the most difficult to regulate, and technology can not eliminate it (Jacquinot-Delaunay 2010). This issue should be addressed as part of the development phase, especially if school is to continue on a distance or hybrid model, to ensure that the teacher-student bond does not suffer as much from crisis situations in the future. ...
Article
Full-text available
Education is going through a period of crisis related to the SARS-CoV-2 pandemic that most probably will follow a continuum organized into distinct phases: emergency, recovery, reconstruction, development, and institutionalization. This article analyzes the response of curriculum to an unpredictable, chaotic, and recursive crisis situation. The article also highlights the role of important, but often forgotten, actors in a formal education system—parents—and examines the stresses the pandemic has placed on them. Finally, in the light of the continuum of the educational crisis and the impacts of Covid-19 on certain curricular dimensions, the article concludes with reflections on the need to rethink curricula, even in education systems that considered themselves robust in their institutionalization.
... 23, n° 1 (numéro spécial), 2016 51 d'être précisé (Peraya, 2014 ;Triby, 2007). Ainsi, plusieurs tentatives ont donc été menées (Bernard, 1999 ;Bouchard, 2000 ;Fasseur, 2009 ;Garrison, 2003 ;Jacquinot, 1993 ;Jacquinot-Delaunay, 2010 ;Jézégou, 2009 ;Jézégou, 2010 ;Lesourd, 2009 ;Moore, 1993 ;Paquelin, 2011), desquelles il ressort que la distance ne se limite pas uniquement à la dimension la plus souvent retenue qu'est la dimension spatio-temporelle, mais qu'elle souligne également une absence, un intervalle à franchir, soit en formation, la non-présence physique, autrement dit la séparation des apprenants de leurs enseignants ou de leurs pairs. Ainsi, si le mot distance a pour racine « sta », ce qui est là, le lieu, il peut resserrer en son sein un vide, un « non-lieu », la distance faisant apparaître alors ce qui n'existe pas, sauf comme étant une source d'agacement, une incommodité. ...
Article
Full-text available
This paper study an educational ICT context : the virtual classroom. We interviewed and observe blended learning teachers questioning their pédagogical praticices and role. The two main foci are: First, the virtual classroom is used as a space for visual representation. What pedagogy will be use by teacher? Second, the virtual classroom is a blended learning communication device. Should we think it to be a learning or a socializating space?
... Trata-se, no entanto, de um retorno às fontes, aquele da "rela- ção viva" entre o professor e os estudantes e os estudantes entre eles, assim como com os outros tipos de pessoas implicadas e as fontes educativas (JACQUINOT, 2010). Ertzscheid (2010) nos deixa aqui uma afirmação convincente: Uma convicção portanto: o bom professor, mais exatamente, o pro- fessor eficaz será aquele que permanecerá um ator, agindo e rea- gindo, esforçando-se sempre para guardar ou tomar a iniciativa da mediação. ...
Article
Full-text available
Este texto, inspirando-se na teoria da provocação de Geneviève Jacquinot, examina as questões despertadas por uma página de Facebook criada por estudantes de uma universidade a distância no Quebec. Ele trata, sobretudo, da apropriação desta tecnologia, de sua influência sobre a automatização dos estudantes e dos problemas nos quais eles estão inseridos. Aborda, neste caso, a problemática da pesquisa sobre o abandono em formação a distância, além do desafio da inovação numa universidade de educação a distância.
... communiquer, partager des ressources, trouver des solutions aux problèmes rencontrés). dans un tel environnement, la conscience de la « présence » de l'autre et de ses actions prend une importance particulière (Jacquinot-delaunay, 2010), ce qui est parfois rendu par le concept d'awareness (Peraya et Campion, 2008; Rittenbruch et McEwan, 2009). ...
Article
Cet article procède de l’éthique de l’éducation et de la formation, dans une perspective interdisciplinaire elle-même structurellement inscrite dans la multiréféréntialité constitutive des sciences de l’éducation et de la formation. Nous y mobilisons la saisie de l’entre-deux, tel que conceptualisé par Daniel Sibony, comme posture professionnelle en éducation et formation pour envisager les manières d’articuler accompagnement et présence éducative et formative et distance physique de fait par la médiation du numérique, le tout de manière éthique. Nous discutons des conditions auxquelles l’accompagnement peut être soluble dans le distanciel (1), y dialectisons présence et numérique en éducation et formation (2), et posons enfin quelques jalons pour une éthique de l’accompagnement numérique bienveillant, faisant fond sur le concept d’autorité et ses mutations dans la démocratie hypermoderne (3).
Conference Paper
Full-text available
The year 2020 saw the need for an emergency instructional design (VilliotLeclercq, 2020), as distance learning took place in universities due to the Covid-19 pandemic. This paper relies on a research project which aims to report on how courses were adapted during the containment of the academic years 2019-20 and 2020-21. This multiple case study focuses on a sample of 19 teachers and 49 undergraduate students from three universities (two Chilean and one French) and the interview verbatims that we analysed. The results reflect the participants' perceptions of the sustainability of certain pedagogical practices that emerged during the period. They confirm that teachers and students are still very attached to the lecture format, although they plan to blend it in the long term, using video recordings for example. The study also highlights a paradox between the lack of social presence at a distance asserted by most respondents and their desire for greater flexibility in attending courses in face-to-face settings.
Article
Full-text available
L’Université TÉLUQ offre différents programmes en technologie éducative et en formation à distance. Ces programmes ont pour but de former des chercheurs et des professionnels de l’ingénierie pédagogique, de la technologie éducative et de la formation à distance. L’équipe des programmes a récemment adopté une approche programme qui offre l’occasion de réviser les cours tout en assurant une cohérence d’ensemble au sein de chacun de ces programmes. Cette cohérence pédagogique s’articule autour d’un référentiel des compétences en technologie éducative et en formation à distance, que nous présentons dans le présent article. Le contexte qui a mené à élaborer un tel référentiel et la méthode de travail pour y arriver sont d’abord brièvement expliqués. Le référentiel avec ses rôles, ses compétences, ses composantes et sous-composantes de compétences est ensuite présenté, de même qu’un retour réflexif sur la démarche
Article
Full-text available
Depuis le début de la pandémie, le personnel enseignant a dû s’adapter à différentes modalités d’enseignement et d’apprentissage. Dans un contexte en mouvance, il apparait important de s’intéresser à l’engagement du personnel enseignant, puisqu’il pourrait influencer positivement celui de leurs élèves (Klassen et al., 2013; Roth et al., 2007). L’engagement des personnes sur le marché du travail est étudié selon trois dimensions : l’absorption, la vigueur et le dévouement (Schaufeli et al., 2006). En contexte scolaire, une attention est portée à la dimension socioaffective de l’engagement, soit l’énergie consacrée à établir des relations avec les élèves et avec les collègues (Klassen et al., 2013). Le repérage de ces dimensions est important pour comprendre la variation de l’engagement du personnel enseignant, d’autant plus dans un contexte d’adaptation de l’enseignement et de l’apprentissage en raison du virage inopiné en formation à distance (FAD). Dans des entretiens semi-dirigés auprès de membres du personnel enseignant, nous nous sommes intéressés à leur engagement lorsque l’enseignement passe en FAD. Nos résultats permettent de cibler des situations ou des personnes qui influencent leur engagement : les ajustements successifs, les conditions technopédagogiques variables, le soutien inégal des parents ainsi qu’un sentiment d’isolement social et pédagogique.
Conference Paper
Full-text available
En réponse au potentiel d’apprentissage des activités de fabrication numérique offertes à travers le mouvement « maker », de nombreux établissements d’enseignement construisent des makerspaces pour favoriser l’apprentissage « maker ». Parfois appelés laboratoires de création numérique, ateliers numérique ou FabLabs, ces espaces proposent d’inviter des participants à se familiariser entre autres avec l’impression 3D, le découpage laser, le dessin assisté par ordinateur, la programmation, la robotique et l’électronique de base (Davidson & Price, 2018). En éducation, le « makerspace » est souvent initié et dirigé par un expert en création numérique ou un enseignant, qui a été dégagé pour construire et équiper l’espace et l’animer.
Conference Paper
Full-text available
Bien qu’ils soient principalement utilisés pour divertir, les jeux peuvent également permettre d’atteindre d’autres objectifs. L’intérêt croissant pour l’utilisation des jeux dans différentes sphères de la société, montre que les jeux peuvent également être utilisés à des fins d’apprentissage, ils mettent l’accent sur des objectifs pédagogiques. Ils sont alors appelés serious game (SG), ou jeux sérieux (JS). Par exemple, dans le domaine professionnel, les jeux de simulation peuvent permettre à des employés d’acquérir de l’expérience afin d’être plus performants dans leurs tâches quotidiennes. Dans un cadre plus formel d’apprentissage, un enseignant pourrait utiliser le jeu pour diagnostiquer les capacités de résolution de problèmes de ses élèves.
Article
Full-text available
Le contexte sanitaire oblige à une mutation accélérée des formations qui rencontre un processus plus ancien de transformation, celui de l’hybridation. Cet article se propose d’ouvrir des pistes utiles aux ingénieries de dispositifs hybrides capacitants à partir de différentes recherches. Tout d’abord, nous explorons l’articulation entre dispositif et dispositions dans les processus des capabilités, puis, la notion d’hybridation en nous appuyant sur les ingénieries d’alternance intégrative et ses reliances. Enfin, pour une mise en perspective et en débats, nous proposons quelques pistes au service de ces ingénieries.
Article
Full-text available
Since the spring 2020 and the lockdown due to the coronavirus, teachers’ pedagogical practices have been disrupted. In France, University Institutes of Technology (UIT) are also concerned by the switch to distance learning. How has this situation affected their professional practices? Our analysis reveals a series of pedagogical and didactic changes related to course design and student supervision. Our contribution proposes to document these changes empirically, through an exploratory study of 61 responses from a questionnaire sent to teachers in a University Institute of Technology in the south of France in June 2020.
Article
De nouveaux dispositifs de formation, les formations ouvertes et à distance (FOAD) se développent dans la formation professionnelle continue avec une incidence sur l’activité des formateurs. Cette évolution de l’activité de formation est-elle une simple adaptation fonctionnelle ou signifie-t-elle une transformation plus radicale du métier ? À quelles conditions ? Cet article défend l’idée que le métier de formateur est référencé à un socle identitaire dans lequel le formateur se reconnaît et qui repose sur une posture créative, de maîtrise des objets de formation et de relation avec les apprenants. Cette posture s’entretient de désir, de pulsions qui mobilisent le formateur et le motivent. Ja mise en place de FOAD propose parfois une division du travail et une répartition des tâches pouvant placer le formateur dans des postures qui transforment son métier au point que certains formateurs s’interrogent sur leur nouvelle identité professionnelle.
Article
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.
Chapter
Telepresence has been integrated into teaching activities primarily in the framework of university training. This chapter presents a study undertaken by teachers in teacher education schools to evaluate the place occupied by telepresence for support, collaborative work (frequency, uses, contributions and limits of interchange), general perception and the feeling of self‐efficacy among teachers in this practice. It looks at the implementation of telepresence systems in work support activities in order to better understand self‐management strategies implemented by teachers. The support of activities in telepresence raises questions about social interactions and the feeling of presence. To accomplish support in telepresence activities, the pedagogical system and the organization of interactions between participants play an important role. The results of the study show that the passage from in person to telepresence, in activities of support in teacher training, requires adjustments on the teachers' part.
Thesis
Cette thèse envisage les effets occasionnés par la créativité collective contextualisée, plus particulièrement à l’échelle des groupes restreints, à partir d’une approche communicationnelle par les « constructions médiatrices ». Elle poursuit trois grands objectifs. Premièrement, elle s’inscrit dans une volonté d’éclaircissement de la notion de créativité de groupe en tant que phénomène (tel qu’abordé par Woodman, Sawyer et Griffin, 1993) et propose d’en faire la distinction par rapport à la méthode employée par le groupe de créativité (Demory, 1986; Aznar, 2011). Deuxièmement, elle cherche à clarifier les formes d’échanges et d’interactions au cours du processus de création-communication. Troisièmement, elle interroge les effets de ce phénomène collectif complexe de manière à mieux comprendre les conditions de déploiement de la créativité contextualisée.En prenant pour objet d’étude l’expérience vécue d’acteurs en situation par le biais d’un dispositif pédagogique, nous avons convié une communauté d’apprenants à vivre une expérience de création collective immersive et originale qui, par sa nature engageante et déroutante, était susceptible de heurter les habitudes et le cadre traditionnel d’apprentissage. Nous avons émis l’hypothèse que la tension créative entraine la réorganisation constante de l’activité des groupes en influençant les « constructions médiatrices » puis, que la nature de ce contexte cristallise la cohésion et l’engagement des groupes impliqués. Par une analyse de l’activité-créativité (la créactivité) de groupe, et plus particulièrement par l’observation des actions conjointes, des rapports d’interactions et de l’implication des membres, cette étude postule que la créativité collective contextualisée participe à l’émergence de formes d’interactions. Puis, que le recours aux moyens médiateurs (aux artefacts, à la division du travail et aux règles d’interactions) s’effectue dans un mouvement constant de réorganisation de l’activité par dépassements successifs des contradictions, par la formation de noeuds de médiations. Les constructions médiatrices sont ainsi le reflet du processus de transformation du sens des interactions sociales au cours de l’activité.
Article
Dans cet article, nous exposons une expérimentation menée auprès d’étudiants de premier cycle universitaire inscrits dans un programme de formation en création numérique. D’abord, nous mettons en lumière une approche méthodologique qui consiste en la mise en place d’un dispositif de création (composé d’un cadre d’analyse, d’une situation-problème et d’un scénario pédagogique) auprès d’une population étudiante. Puis, nous présentons les résultats témoignant d’un travail d’analyse où le terrain fait émerger une proposition théorique menant à la distinction de formes d’interactions de la créativité collective. Cette étude est ainsi orientée vers l’identification des transformations de l’activité de création. Elle participe à la construction de connaissances sur les processus de création collectifs en considérant, d’un côté, le point de vue de l’expérience vécue (des acteurs de la situation), et de l’autre, celui d’observateurs de cette même situation.
Article
This article revisits research conducted in 2014-2015 for a brief produced by the Conseil supérieur de l’éducation, and highlights four characteristics of the development of distance education in the Québec university system. In light of observed trends in Ontario, British Columbia, the United States and France, this article shows that Québec tends to distinguish itself by the fact that distance education : 1) is not the target of specific state-based action ; 2) is not promoted as a means of meeting the challenges relating to university funding ; 3) is not largely based on the practice of inter-university collaboration ; and 4) massive open online courses (MOOCs) are clearly considered outside the regular curriculum. These characteristics may be explained by the relatively limited intervention of the State in university affairs and by the prevalence of “institutional individualism” rather than overarching vision of the Québec university system.
Article
Cet article rend compte d’une recherche longitudinale menée auprès de 20 étudiants camerounais (sciences de l’éducation) inscrits dans des FAD (formation à distance) de niveau master 2 professionnel. Cette recherche vise à mieux comprendre la supervision méthodologique mise en œuvre pour que les apprenants acquièrent le statut de sujet-acteur nécessaire pour mener un projet de recherche de façon autonome. Selon les données de satisfaction recueillies puis traitées par analyse de contenus, les résultats montrent qu’il existe un « effet tuteur interculturel ». Ces stratégies tutorales améliorent l’utilisation des ressources, des supports, le rythme de travail et l’intégration des méthodes d’autodirection et « d’apprendre à apprendre » pour réaliser un travail de recherche de qualité et de niveau mémoire master 2. This article reports on a longitudinal study conducted among 20 Cameroonian students (Educational Sciences) enrolled in Distance Learning of Master 2. Its purpose is to better understand the method of supervision implemented for the acquisition of subject-actor status learners’ need for becoming autonomous and for conducting a research project. According to the analysis of qualitative data and of content of synchronous and asynchronous exchange and questionnaires, the results show that there is an "intercultural tutor effect". According to these results, the local supervisor supports students in the acquisition of methodological skills by using the triple intercultural approaches that are anticipation, comparison and modelisation. These strategies improve the use of resources, supports, working times and the integration of methods of self-management and "learning to learn" to achieve a quality in a research project.
Article
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.
Article
This research is in the field of information technology and communication for teaching (ITC) and aims at studying the joint-face and distance in the Cape Verdean context. It is in order to understand this form of blended learning that a device allowing students to share and collaborate around collaborative tasks has been established. The theoretical framework refers to social constructivism, communication mediated by computer (CMC) and written as basic foundation for this search. It has a comprehensive and praxeologicalreference, the overall objective is to provide insights for easier understanding of the ITC to effectively integrate the use of technological tools in training in teaching French. The approach we have adopted is based on an ethnomethodological approach. The data obtained were analyzed quantitatively and qualitatively, then they were crossed according to the principle of triangulation (Van Der Maren, 1997). This research provides some answers. The use of technological tools facilitates exchanges between students, allowing them to co- construct their learning, and enables feedback on linguistic forms. It also facilitates management and support to students. Technological and technical conditions are also important.
Article
Full-text available
In the digital era, are philosophy lectures still needed or can one learn to philosophize online? In 2013/2014, in the context of the course on "philosophy of education" for 3rd year students in educational sciences at the University of Aix-Marseille, we carried out a survey on their relation to philosophy. Two different groups were involved, the first one a 100% face-to-face unit, the second a 100% on-line unit. Learning philosophy online proved noticeably challenged by the representation the students have of philosophy. They feel both reluctant to use technologies and dependent on the physical presence of the trainer-philosopher, the professor whose presence does not just amount to giving a lecture. Moreover, the skills-based approach underlying online philosophizing raises the question of an ethical evaluation of the learning of philosophizing.
Article
On both sides of the Atlantic, universities are wondering about their objectives, the development of their audience as well as the learning system models that can address these challenges. Regardless of their original model (face-to-face or distance education), higher education institutions are reviewing their distribution and implementation procedures for hybrid learning systems (Burton et al., 2011 ; Deschryver and Charlier, 2012) that would allow the adaptation of teaching practices, as well as make the most of advantages and complementarities of classroom and distance methods in terms of place, time and action. In order to describe the continuum of intermediate states between face-to-face and distance education to characterize media-based education situations, several authors use the concept of proximity (Villardier and Do, 2008 ; Paquelin, 2011), which refers to the perception of the distance to qualify proximity catalysts. The objectives of the current research are initially to identify the tool components promoting proximity, then to query the different stakeholders involved in order to analyze if this proximity is effective and perceived as such. The first part of the work presented herein from an exploratory perspective aims to build proximity as an object of research and to describe learning systems in terms of proximity. This approach consists of organizing the two terms of reference in a reading grid.
Article
The present article offers to study the distance learning situation, against Jean Piaget's essay: "Where goes education?" concentrating on the close link between BMD, modularization and ITCE development at the university, in the context of its modernization process. The aim is to analyze in particular the mismatches with respect to the initial situation, and also, certain structural and recurring tendencies during the last decade. The retained tendencies are based on the teachers and students' practices, to seize the changes transforming the distance learning in higher education.
Article
Full-text available
Ce texte, s’inspirant de la théorie de la provocation de Geneviève Jacquinot, examine les questions que pose l’apparition d’une page Facebook créée par des étudiants d’une université à distance québécoise. Il traite notamment de l’appropriation de cette technologie, de son influence sur l’autonomisation des étudiants et des problèmes dont ils font part. Il aborde à cette occasion la problématique de la recherche sur l’abandon en formation à distance ainsi que le défi de l’innovation dans une université de formation à distance.
ResearchGate has not been able to resolve any references for this publication.