Les activités d’apprentissage et d’encadrementdans des cours universitaires à distance : Le point de vue des apprenants
Abstract
Les activités d’apprentissage et d’encadrement insérées dans le matériel de cours à distance visent à aider l’étudiant à atteindre les objectifs visés par un cours. Cette pratique très répandue de fournir des exercices (activités d’apprentissage) et des occasions d’échanges (activités d’encadrement) a cependant été peu étudiée dans le contexte de la formation à distance. Cette recherche s’inspire d’un cadre théori¬que emprunté au cognitivisme et au constructivisme pour étudier les représentations des apprenants à distance concernant les activités d’apprentissage et d’enca¬drement et l’utilisation qu’ils en font. Un sondage et des entrevues ont été réalisés auprès d’étudiants. De plus, on a récupéré la documentation de cours des étudiants pour analyser les traces de leur travail d’étude. Les principales conclusions montrent que les apprenants à distance accordent un grande valeur aux activités d’apprentissage et d’encadrement en particulier celles qui visent un soutien cognitif. Quelques étudiants considèrent aussi que ces activités assurent un support métacognitif, motivationnel ou socioaffectif. Peu d’apprenants semblent par ailleurs réaliser toutes les activités proposées, ils font leur choix à partir de critères reliés le plus souvent à la structure du cours et, en particulier, ils complètent celles qui visent l’évaluation et la notation des apprentissages.
Abstract
Learning and support activities included in distance course materials aim to help students to achieve the course objectives. This widespread practice of providing exercises (learning activities) and exchange opportunities (support activities) has yet to be studied in the context of distance learning. This research draws from a theoretical framework borrowed from cognitivism and constructivism to study the perspectives of distance learners about learning and support activities and how they make use of them. A probe and interviews were carried out with the students. Further, the students’ course materials were examined to analyze their study work. The main conclusions show that distance learners greatly value learning and support activities, particularly those that provide cognitive support. Some students also believe these activities ensure metacognitive, motivational, and socioaffective support. Few learners seem to complete all the activities; they choose from criteria tied most often to the course structure and in particular complete those that affect evaluation and marking of assignments.
Abstract
Learning and support activities included in distance course materials aim to help students to achieve the course objectives. This widespread practice of providing exercises (learning activities) and exchange opportunities (support activities) has yet to be studied in the context of distance learning. This research draws from a theoretical framework borrowed from cognitivism and constructivism to study the perspectives of distance learners about learning and support activities and how they make use of them. A probe and interviews were carried out with the students. Further, the students’ course materials were examined to analyze their study work. The main conclusions show that distance learners greatly value learning and support activities, particularly those that provide cognitive support. Some students also believe these activities ensure metacognitive, motivational, and socioaffective support. Few learners seem to complete all the activities; they choose from criteria tied most often to the course structure and in particular complete those that affect evaluation and marking of assignments.
Keywords
learner support, constructivism, cognitivism, cognitive support
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