L’Organisation temporelle de l’activité des apprenants dans un dispositif d’E-formation
Abstract
Cette étude a analysé l’activité de quatre apprenants au sein d’un dispositif d’e-formation (ELAN, INP Grenoble). Elle s’est focalisée particulièrement sur la manière dont ils organisaient leur activité dans le temps, en référence à la théorie du cours d’action. Des traces d’activité et des verbalisations des apprenants ont été collec- tées durant une semaine : elles ont permis d’identifier des unités et des structures significatives, et ainsi de reconstituer leur cours d’action. Les résultats ont montré que l’activité des apprenants était désynchronisée, que ceux-ci interprétaient les prescriptions des formateurs, et, lorsqu’ils rencontraient des situations problémati- ques, qu’ils privilégiaient un délai de solution plus court en les résolvant seuls. La désynchronisation de leur activité limitait les possibilités pour obtenir une aide des formateurs ou de leurs pairs. Des recommandations sont faites pour construire des dispositifs d’e-formation qui tiennent compte de la désynchronisation.
This study analyzed the activity of four learners involved in an e-learning device (ELAN, INP Grenoble) relying on the course-of-action theoretical framework. It focused particularly on how they organized their activity over time. Traces of their activity and verbalizations about them were collected for a week, which allowed the identification of meaningful units and structures in order to describe the learners’ course of action. Results showed that the learners’ activity was desynchronized, that they were straying from the instructors’ prescriptions, and that they preferred to solve the problematic situations they encountered more quickly on their own. The desynchronization of their activity limited their chances of getting help from the instructors or from their peers. Recommendations are made to take desynchronization into account in e-learning devices.
This study analyzed the activity of four learners involved in an e-learning device (ELAN, INP Grenoble) relying on the course-of-action theoretical framework. It focused particularly on how they organized their activity over time. Traces of their activity and verbalizations about them were collected for a week, which allowed the identification of meaningful units and structures in order to describe the learners’ course of action. Results showed that the learners’ activity was desynchronized, that they were straying from the instructors’ prescriptions, and that they preferred to solve the problematic situations they encountered more quickly on their own. The desynchronization of their activity limited their chances of getting help from the instructors or from their peers. Recommendations are made to take desynchronization into account in e-learning devices.
Keywords
e-learning, instructional design
PID: http://hdl.handle.net/10515/sy5xk8538
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