Quels usages d’un dispositif de formation continue en ligne à la pédagogie universitaire ?
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 Educat...
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2019-06-01
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Online Access: | http://journals.openedition.org/dms/3532 |
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doaj-3124689fa0a345af810a487746d740f32020-11-25T01:59:06ZfraCentre National d'Enseignement à DistanceDistances et Médiations des Savoirs2264-72282019-06-012610.4000/dms.3532Quels usages d’un dispositif de formation continue en ligne à la pédagogie universitaire ?Pascaline DelalandePhilippe LalleLuc MassouCarole Nocera-PicandNathalie YounesThis 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).http://journals.openedition.org/dms/3532university pedagogyprofessionalizationmotivationacademicshybrid systemMOOC |
collection |
DOAJ |
language |
fra |
format |
Article |
sources |
DOAJ |
author |
Pascaline Delalande Philippe Lalle Luc Massou Carole Nocera-Picand Nathalie Younes |
spellingShingle |
Pascaline Delalande Philippe Lalle Luc Massou Carole Nocera-Picand Nathalie Younes Quels usages d’un dispositif de formation continue en ligne à la pédagogie universitaire ? Distances et Médiations des Savoirs university pedagogy professionalization motivation academics hybrid system MOOC |
author_facet |
Pascaline Delalande Philippe Lalle Luc Massou Carole Nocera-Picand Nathalie Younes |
author_sort |
Pascaline Delalande |
title |
Quels usages d’un dispositif de formation continue en ligne à la pédagogie universitaire ? |
title_short |
Quels usages d’un dispositif de formation continue en ligne à la pédagogie universitaire ? |
title_full |
Quels usages d’un dispositif de formation continue en ligne à la pédagogie universitaire ? |
title_fullStr |
Quels usages d’un dispositif de formation continue en ligne à la pédagogie universitaire ? |
title_full_unstemmed |
Quels usages d’un dispositif de formation continue en ligne à la pédagogie universitaire ? |
title_sort |
quels usages d’un dispositif de formation continue en ligne à la pédagogie universitaire ? |
publisher |
Centre National d'Enseignement à Distance |
series |
Distances et Médiations des Savoirs |
issn |
2264-7228 |
publishDate |
2019-06-01 |
description |
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). |
topic |
university pedagogy professionalization motivation academics hybrid system MOOC |
url |
http://journals.openedition.org/dms/3532 |
work_keys_str_mv |
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1724965797039702016 |