Cette étude sur les apprentissages à distance via Internet au niveau universitaire se focalise sur deux aspects : les tâches d'apprentissage et les formes d'apprentissage collectif. Elle s'appuie sur l'étude qualitative de deux formations ouvertes et à distance ayant fonctionné en grandeur réelle, l'une sur un mode entièrement à distance, l'autre sur un mode hybride. Après une discussion sur le terme très polysémique de "tâche", le corpus est présenté, puis une typologie des tâches est proposée ; une réflexion sur les notions d'apprentissage collectif, coopératif et collaboratif clôt le propos, tentant de caractériser les relations entre les étudiants lors de la réalisation des tâches. Bien que les interactions entre étudiants ne relèvent certainement pas de la collaboration, on avance néanmoins qu'elles peuvent être étudiées dans le cadre des apprentissages collaboratifs assistés par ordinateur.

Researchers investigating network-based language teaching (NBLT) seldom relate to computer-supported collaborative learning (CSCL), an important field in educational research which strongly stresses the value of group learning, adopting Vygotskian and Brunerian sociocultural views. As a result, the concept of collaboration is scarcely considered or discussed by NBLT researchers. However, choosing between collaborative-or noncollaborative-learning settings when designing a distance learning course has a strong influence on tutor involvement. This paper explores the issue, thus attempting to bridge the gap between NBLT and CSCL. It does so by qualitatively analyzing online interactions in several distance learning courses (collaborative and noncollaborative) and by examining these verbal exchanges in the light of collective activity, learners' social autonomy, and tutor role and involvement. The methodological approach is qualitative and consists in analyzing, a posteriori, online interactions between learners and tutors. After having defined the theoretical framework, the authors compare structures of online interaction in two preservice teacher courses, focusing on the role of the tutor and the issue of student autonomy. Finally, they examine more precisely some features of collaboration, analyzing tutor and student interactions in an online language course.

This paper discusses the design and implementation of a task-oriented collaborative learning (and training) experimental project that was carried out with future language teachers. More specifically, a class of sixteen French students enrolled in a Masters of Education course were asked to create multimedia resources for a group of Australian students with no prior knowledge of French. This paper deals only with issues concerning French students’ multimedia creations, not with the second phase of interactions with the Australian target group. The theoretical background is situated and collaborative learning and training: the French students worked in pairs, creating multimedia activities based on their culture for real students in a different location. They communicated with each other during weekly classes and via a groupware tool. A triangulated data method was used incorporating the students’ multimedia outcome, questionnaires and semi-directive interviews. The following issues are discussed: what is the effect of such situated learning settings on motivation, commitment and computer literacy? What image did the French students have of the Australian students and which cultural aspects did they try to convey?

Cet article tente de classer les apports d’Internet à l’enseignement/apprentissage des langues en partant de l’approche centrée sur la tâche. Les exemples sont empruntés au FLE. L’unité classificatoire, appelée "ressource", n’est pas constituée simplement de ce que l’on trouve sur Internet (contenus des "pages" et sites, canaux de communication) mais cherche aussi à prendre en compte, en les distinguant, l’activité de l’enseignant et celle de l’apprenant. Selon que l’on considère l’une ou l’autre des deux facettes d’Internet, l’information ou la communication, ressortent alors deux notions : concernant la recherche d’informations, on considère qu’il est fondamental que celle-ci soit guidée par des tâches ; concernant la communication, c’est la notion de projet qui est évoquée.

No abstract