Le présentiel allégé à l'université pour les grands groupes. Un dispositif au service de l'autonomisation des apprenants

Soubrié, Thierry

doi:10.3166/ds.5.13-28

Cited by 7 publications

(3 citation statements)

References 2 publications

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“…The question now, which would require further research according to the authors, is to know if the pressures and constraints of the "system" axis can create conditions of instability that would compromise the tutor's work and his range of action. Soubrié's (2007) article refers to this issue when concluding that implementing systems that aim to improve the quality of the pedagogical service can only encourage the future training developers to seriously consider these new learning/teaching modalities. Does the emergence of the new role of learners question the traditional conception of tutors/teachers that is defined by the system and often internalized by tutors?…”

Section: Role Of the Tutor And The Educational Environmentmentioning

confidence: 97%

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The Potential of ICT for a New Educational Paradigm: Toward Generalizing Access to Knowledge

Trebbi

2011

American Journal of Distance Education

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Section: Role Of the Tutor And The Educational Environmentmentioning

confidence: 97%

“…In Thierry Soubrié's (2007) article, the research is on learner empowerment, which means the action of making learners autonomous. Referring to Henri Holec's (1981) works in Crapel, he points out the ability to learn.…”

Section: Learner Autonomymentioning

confidence: 99%

The Potential of ICT for a New Educational Paradigm: Toward Generalizing Access to Knowledge

Trebbi

2011

American Journal of Distance Education

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“…To a certain extent, they are more autonomous despite the strict framework given to the designed online activities, which might otherwise give the feeling of limiting students' freedom and autonomy. However, it is exactly this strict guidance as well as their involvement in the process (Soubrié, 2005) that assisted students to become more responsible and more autonomous (Portine, 1998).…”

Section: Autonomy Through the Collectivementioning

confidence: 99%

Impact of E-Adoption on Teaching and Learning in the Context of Teaching French

Joly¹,

Iseli-Chan

2010

International Journal of E-Adoption

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Growing use of information technology and communication (ICT) tools in language courses with communication at their core has brought opportunities as well as challenges in the predominantly conventional face-to-face context of the classroom. When the French programme in the Department of Linguistics and Modern Languages at The Chinese University of Hong Kong started to integrate an e-learning platform into all language courses, students as well as teachers showed reservations and even disbelief. However, it was unexpected to observe such an interdependent relationship between new technologies and the conventional teaching approach. In this paper, the broad implications of the e-adoption applied to learning French as a foreign language are investigated to highlight students’ learning habits and learning process. The strategies used to make technology act as a facilitator across cultures, and various ways to savoir-faire diffusion are also discussed. The study shows how new technologies modify in-class teaching, while the traditional face-to-face teaching and learning approach can influence choices in the use of different web tools that lead to blended models of education.

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Le potentiel des TIC pour un nouveau paradigme d'enseignement. Vers la démocratisation de l'accès au savoir

Trebbi¹

2009

Distances et savoirs

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Cet article porte un regard analytique et synthétique sur onze articles sélectionnés dans quatre volumes et huit numéros de la revue Distances et savoirs publiés entre 2003 et 2008. Les auteurs de ces articles présentent leur recherche sur des aspects divers liés à l'apprenant, l'apprentissage et le tutorat dans la formation à distance tout en s'intéressant à la question de l'innovation et l'accessibilité du savoir. Nous avons construit la synthèse/l'analyse autour de trois thématiques majeures dégagées des onze articles. Dans la suite de cette synthèse/analyse et en guise de conclusion nous proposons quelques pistes pour de futures recherches. ABSTRACT. This article both analyses and synthesises eleven articles from four volumes (eight issues) of the journal Distances et savoirs, published between 2003 and 2008. The authors of these articles present their researches on several topics related to learners, learning, tutoring in distance education, while also working on innovation and access to knowledge. We have organised the syntheses/analysis around three major themes highly visible in the articles. We then offer a few ideas for future research.

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Le présentiel allégé à l'université pour les grands groupes. Un dispositif au service de l'autonomisation des apprenants

Cited by 7 publications

References 2 publications

The Potential of ICT for a New Educational Paradigm: Toward Generalizing Access to Knowledge

The Potential of ICT for a New Educational Paradigm: Toward Generalizing Access to Knowledge

Impact of E-Adoption on Teaching and Learning in the Context of Teaching French

Le potentiel des TIC pour un nouveau paradigme d'enseignement. Vers la démocratisation de l'accès au savoir

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