| Summary: | This article has two objectives : to explain the engineering and pedagogical design of an online continuous training system for academics, beginners or not, to university pedagogy, and to evaluate its declared uses from a professional development perspective. Created by the Ministry of Higher Education in France, in the context of the decree of May 2017 about obligation of continuous training for new academics, it is based on the creation of the MOOC Training to teach in higher education, and on local activities organized by the pedagogy support services of several French higher education institutions. A quantitative and qualitative survey on uses of the MOOC, conducted during its first session 2017/2018 on a sample of participants, identified self-regulated learning projects with an extrinsic motivation, as part of a professionalization process but facing several barriers (situational, institutional and epistemic).
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