dc.creator |
Annie Jézégou |
|
dc.date |
2006-01-01T00:00:00Z |
|
dc.date.accessioned |
2015-07-20T22:17:50Z |
|
dc.date.available |
2015-07-20T22:17:50Z |
|
dc.identifier |
1708-7570 |
|
dc.identifier |
https://doaj.org/article/c21965b01f6846c39e33ab610d3b9278 |
|
dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/19182 |
|
dc.description |
[Français] Dans les discours sur la formation à distance, les technologies éducatives sont souvent présentées comme le levier le plus susceptible de favoriser l’autonomie des personnes en formation. Cet article déconstruit en partie ce présupposé en s’appuyant sur les principaux résultats d’une recherche portant sur l’usage par les étudiants de la plateforme pédagogique d’un dispositif de formation universitaire à distance. Il montre que les contextes idéologique et technico-pédagogique ont une influence sur la manière dont les étudiants structurent par eux-mêmes un environnement propice à leurs apprentissages. Ici, les étudiants manifestent un niveau conséquent d’autonomie qui dépasse très largement le cadre limité des technologies éducatives mises à leur disposition, dont ils ne font qu’un usage limité. [English] In presentations on distance learning, educational technologies are often presented as the main lever for encouraging the autonomy of people in training. This article takes apart this supposition based on the main results of research done on student use of a pedagogical platform consisting of a university distance-learning program. It shows that the ideological and techno-pedagogical contexts have an influence on the way students themselves structure an environment fostering learning. In this scenario, students demonstrate a high level of autonomy going far beyond the limited framework of the educational technologies made available to them and of which they make only limited use. |
|
dc.language |
French |
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dc.language |
English |
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dc.publisher |
Conférence des recteurs et principaux des universités du Québec [CREPUQ] |
|
dc.relation |
http://www.ritpu.org/IMG/pdf/jezegou.pdf |
|
dc.relation |
https://doaj.org/toc/1708-7570 |
|
dc.rights |
CC BY-ND |
|
dc.source |
Revue Internationale des Technologies en Pédagogie Universitaire, Vol 3, Iss 3, Pp 30-37 (2006) |
|
dc.subject |
formation à distance |
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dc.subject |
technologies éducatives |
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dc.subject |
autonomie |
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dc.subject |
université |
|
dc.subject |
plateforme pédagogique |
|
dc.subject |
dispositif de formation |
|
dc.subject |
idéologie |
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dc.subject |
technopédagogie |
|
dc.subject |
apprentissage |
|
dc.subject |
distance learning |
|
dc.subject |
educational technologies |
|
dc.subject |
autonomy |
|
dc.subject |
training |
|
dc.subject |
pedagogical platform |
|
dc.subject |
university |
|
dc.subject |
ideology |
|
dc.subject |
technopedagogy |
|
dc.subject |
learning |
|
dc.subject |
Special aspects of education |
|
dc.subject |
LC8-6691 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
DOAJ:Education |
|
dc.subject |
DOAJ:Social Sciences |
|
dc.subject |
Special aspects of education |
|
dc.subject |
LC8-6691 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
DOAJ:Education |
|
dc.subject |
DOAJ:Social Sciences |
|
dc.subject |
Special aspects of education |
|
dc.subject |
LC8-6691 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
Special aspects of education |
|
dc.subject |
LC8-6691 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
Special aspects of education |
|
dc.subject |
LC8-6691 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.title |
Au-delà du couple « technologies éducatives - autonomie des étudiants » |
|
dc.type |
article |
|