Cet article presente l’evolution des concepts de distance et de presence en formation a distance telle qu’elle s’est dessinee entre deux etapes marquantes : d’une part, le questionnement inaugural de Genevieve Jacquinot en 1993 et d’autre part les deux numeros thematiques de Distances et savoirs publies en 2011 qui tentaient de repondre a cette meme question, Ou va la distance ? Il ne s’agit pas d’une revue exhaustive de la litterature, mais d’une relecture « distancee » de textes significatifs de l’evolution qui a mene les chercheurs a penser la formation a distance a partir du concept de presence et non plus a partir de celui de distance.

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Distances, absence, proximités et présences : des concepts en déplacement

Cette recherche présente des résultats d’une recherche-action-formation visant à améliorer un processus d’évaluation des compétences en formation à distance dans une approche collaborative en enseignement supérieur. Recueillis principalement au moyen d’analyse de documentations produites, d’entrevues semi-structurées et d’artefacts conçus lors d’une formation auprès de concepteurs, de producteurs et de tuteurs engagés dans une genèse instrumentale, les résultats exposent un modèle de processus d’évaluation des compétences en formation à distance qui émergent de plusieurs processus impliquant la collaboration entre les groupes d’acteurs.

Processus d’évaluation des compétences en formation à distance dans une approche collaborative en enseignement supérieur

This research aims to identify the approaches used in online courses and their impact on the task of online teaching in three post-secondary institutions in Quebec. From 32 individual interviews and 6 group interviews, results show that courses are offered for continuous enrollment in two institutions, and in cohort for the third. In each of these institutions, these courses are offered asynchronously and are mainly focused on independent learning. The teaching task usually found in the classroom is subdivided, for online courses, into a design task and a student supervisory task that are not performed by the same people. In two institutions, course design is done by external staff and course management is done by specialists rather than the designers. In the third institution, regular teachers design the courses; they also manage their courses after they have been put online, as well as managing the student support staff. Following these results, we present the advantages and disadvantages of elearning on the task of teaching in Quebec.

Different Approaches to Designing Online Courses at the Post-secondary Level

This research work aims to identify the determinants of E-learning Effectiveness. This effectiveness is measured through three individual variables: motivation, Individual Effectiveness, and anxiety about technology. The main objective is to enable the various parties involved to better understand the factors influencing E-learning Effectiveness.

A Reflection on E-learning Effectiveness in Tunisia

This work seeks to identify the determinants of e-learning effectiveness. We have measured this effectiveness through three individual variables which are motivation, self effectiveness and anxiety towards technology. The objective is to make it possible to the various concerned actors to better understand the factors influencing e-learning effectiveness. Therefore, the research question is formulated as follow: What are the factors contributing to e-learning effectiveness?

E-Learning Effectiveness: A Survey in Two Tunisian Higher Education Establishments Using an Educational Platform

En se fondant sur des temoignages de pionniers et sur la documentation liee auxactivites du Reseau d’enseignement francophone a distance du Canada (REFAD) depuis sacreation en 1988, l’article fait etat de transformations a la fois importantes et positives de laformation a distance canadienne en francais et degage des tendances pour l’avenir.

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Lucie Audet

Papers

Regards sur l'évolution de la formation à distance au Canada francophone