Description d’un système d’encadrement par les pairs et de la formation des pairs anciens
Abstract
Un système d’encadrement par les pairs privilégiant une approche constructiviste est mis en place à l’automne 2001 dans un programme de deuxième cycle universitaire en formation à distance de la Télé-université. Les objectifs de ce projet d’encadrement par les pairs visent, pour les nouveaux étudiants admis, un soutien particulier au démarrage dans leur programme, favorisant ainsi une meilleure intégration et une plus grande persévérance. Le projet veut aussi fournir aux étudiants expérimentés (pairs anciens) une occasion concrète de développer des compétences d’intervention de soutien à l’apprentissage à distance. Les modalités de formation des pairs anciens incluent des lectures, des audio ou vidéoconférences de formation et de suivi ainsi qu’un forum télématique. Sept pairs anciens sont formés et accrédités pour encadrer les nouveaux étudiants. Une analyse du contenu des audio ou vidéoconférences de formation et du forum télématique montre des échanges riches de collaboration, de construction de connaissance et de négociation qui répondent aux principes constructivistes du projet. De cette expérience de formation, il ressort cependant qu’il est important qu’une partie de la formation se réalise grâce à des activités synchrones permettant une meilleure prise en compte des aspects affectifs particuliers à ce type d’expérience.
A constructivist peer learner support system was introduced during the fall semester of 2001 in the distance learning graduate programs offered by the Télé-université. The objective was to provide the newly admitted students with specific support at the start of their study in order to foster their integration and perseverance in the program. In addition, the system provided the more advanced students in the programs opportunities to develop competence in learner support intervention. Training activities for the advanced students included reading relevant texts as well as educational and follow-up audio- or videoconferences and computer conferencing. Seven advanced students were successfully trained and accredited to support new students. An analysis of the content of the educational audio- or videoconferences and computer conferencing showed exchanges rich in collaboration, knowledge construction, and negotiation, with the expression of elements of the constructivist approach used in this peer learner system. The results of this educational experience emphasize the importance of using synchronous activities that take into account affective issues related to this type of experience.
A constructivist peer learner support system was introduced during the fall semester of 2001 in the distance learning graduate programs offered by the Télé-université. The objective was to provide the newly admitted students with specific support at the start of their study in order to foster their integration and perseverance in the program. In addition, the system provided the more advanced students in the programs opportunities to develop competence in learner support intervention. Training activities for the advanced students included reading relevant texts as well as educational and follow-up audio- or videoconferences and computer conferencing. Seven advanced students were successfully trained and accredited to support new students. An analysis of the content of the educational audio- or videoconferences and computer conferencing showed exchanges rich in collaboration, knowledge construction, and negotiation, with the expression of elements of the constructivist approach used in this peer learner system. The results of this educational experience emphasize the importance of using synchronous activities that take into account affective issues related to this type of experience.
Keywords
learner support, peer learning, transcript analysis, constructivism, synchronous communication
PID: http://hdl.handle.net/10515/sy5pz5208
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