Les Activités D'apprentissage Et D'encadrement Dans Des Cours Universitaires À Distance: Le Point De Vue Des Concepteurs
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 d'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 théorique emprunté au cognitivisme et au constructivisme pour étudier les pratiques et le discours des concepteurs de cours concernant les activités d'apprentissage et d'encadrement. On a analysé ce que proposaient les concepteurs dans leurs cours et interviewé certains d'entre eux pour connaître leurs représentations de la conception et l'utilisation anticipée des activités d'apprentissage et d'encadrement. Les principales conclusions montrent que le discours des concepteurs lors des entrevues ne correspond pas toujours aux pratiques observées dans le matériel de cours.
Learning and support activities included in distance education course materials aim at helping students to reach the objectives of a given course. Providing exercises (learning activities) and exchanges opportunities (support activities) is a widespread practice that has, however, seldom been studied in a distance education context. This research, which is inspired by cognitivism and constructivism theories, aims at studying the distance educators' practices (what they do) and speech (what they say) regarding learning and support activities. We analyzed what the distance educators suggested in their courses and interviewed some of them in order to learn more about their understanding of course design and the expected use of learning and support activities. The main results indicate that what distance educators said in the interviews does not always correspond to the practices observed in course materials.
Learning and support activities included in distance education course materials aim at helping students to reach the objectives of a given course. Providing exercises (learning activities) and exchanges opportunities (support activities) is a widespread practice that has, however, seldom been studied in a distance education context. This research, which is inspired by cognitivism and constructivism theories, aims at studying the distance educators' practices (what they do) and speech (what they say) regarding learning and support activities. We analyzed what the distance educators suggested in their courses and interviewed some of them in order to learn more about their understanding of course design and the expected use of learning and support activities. The main results indicate that what distance educators said in the interviews does not always correspond to the practices observed in course materials.
Keywords
instructional design, learner support, cognitivism, constructivism
Full Text:
HTML![Creative Commons License](http://i.creativecommons.org/l/by/3.0/80x15.png)
This work is licensed under a Creative Commons Attribution 3.0 License.
![]() |