The skills mobilized by students in distance learning: what lessons for the design of distance learning?

Les compétences mobilisées par les étudiants en formation à distance: quels enseignements pour la conception d'un enseignement à distance ?

Evelyne Lande () and Hasina Rasolonjatovo
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Evelyne Lande: CEREGE [Poitiers, La Rochelle] - Centre de recherche en gestion [EA 1722] - UP - Université de Poitiers = University of Poitiers - ULR - La Rochelle Université
Hasina Rasolonjatovo: INSCAE - Institut national des sciences comptables et de l’administration d’entreprises [Madagascar] = National Institute of Accounting Science and Business Administration [Madagascar]

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Abstract: The purpose of this article is to study how distance learning students perceive themselves in a learning situation. To this end, a series of propositions aimed at identifying cognitive, organizational and interactional behaviours in the context of distance learning were proposed to them. They were also questioned to determine whether they felt they were successful in the course of study. Indeed, according to Hong and Jung (2011) successful students (i.e., those who complete their distance education and perform well) implement several strategies that draw on three broad categories of skills or abilities: (a) cognitive skills that allow the learner to develop learning processes or strategies; (b) interactional skills, i.e. the ability to communicate in order to learn by developing, reformulating, elaborating contents; and (c) managerial skills that lead the learner to organize himself according to his available time, deadlines to be reached, requirements... It is therefore a question of deploying cognitive strategies and volitional strategies in the sense of self-regulated learning theory (Cosnefroy, 2010). The comparison between the skills mobilized and those identified in the literature allows us to propose some ideas for course designers.

Keywords: Enseignement à distance; pratiques professionnelles; enseignement supérieur; pratiques et usages; Compétence Evaluation; Formation Professionnelle; Formation initiale; Professionnalisation; Apprentissage; Enseignement (search for similar items in EconPapers)
Date: 2021-10
Note: View the original document on HAL open archive server: https://hal.science/hal-03494594v1
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Published in Elisabeth DESCHANET; Ilias MAJDOULINE; Christophe SCHMITT. Entreprende et innover dans les formations à l'université, PUN- Editions universitaires de Lorraine, pp.155-166, 2021, Organisations en action, 978-2-8143-0616-5

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