Le flexibilite temporelle dans une formation continuee a distance
Abstract
Dans la présente étude, nous nous penchons sur differents aspects de la flexibilité temporelle d'une formation à distance à travers la perception d'un public d'apprenants composé majoritairement de cadres d' enterprises. Où et quand travaillent les apprenants auxquels leur employeur a “offert” une formation a distance? À domicile, sur le lieu de travail pendant les heures de bureau, sur le lieu de travail en dehors des heures? Apprecient-ils la formule et sa souplesse? Quelles sont les difficultés qu'elle leur pose au quotidien? Au travers de l'évaluation d'un programme transfrontalier franco-belge de formation a distance (le projet CLEO) mené entre 1998 à 2001, nous montrons que les apprenants se forment majoritairement durant leur temps de loisir et depuis leur domicile, que leur plus grande difficulté est la gestion du temps, et que malgré cela - ce que nous appelons le “paradoxe de Bates”- ils apprecient contre toute attente la souplesse de la formule.
In this study we consider various aspects of the temporary flexibility of distance education through the perceptions of a group of learners, mainly at the management level of private enterprises. Where and when do learners work when an employer "offered" remote training? At home, in the workplace during office hours, or in the workplace outside office hours? Do they appreciate the formula and its flexibility? What difficulties do they encounter on a daily basis? Through the evaluation of a Franco-Belgian transborder program of distance education (project CLEO) carried out between 1998 and 2001, we show that learners took training mainly during their leisure time and from home. Their greatest difficulty was time management, but in spite of this-what we call the “Bates paradox” they appreciate the flexibility of the formula.
In this study we consider various aspects of the temporary flexibility of distance education through the perceptions of a group of learners, mainly at the management level of private enterprises. Where and when do learners work when an employer "offered" remote training? At home, in the workplace during office hours, or in the workplace outside office hours? Do they appreciate the formula and its flexibility? What difficulties do they encounter on a daily basis? Through the evaluation of a Franco-Belgian transborder program of distance education (project CLEO) carried out between 1998 and 2001, we show that learners took training mainly during their leisure time and from home. Their greatest difficulty was time management, but in spite of this-what we call the “Bates paradox” they appreciate the flexibility of the formula.
Keywords
workplace learning
PID: http://hdl.handle.net/10515/sy5377679
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