Défis de la formation à distance à l’université Blida 2 : une expérience singulière conjuguée au pluriel

• Main Authors: Houda Akmoun, Imane Ouahib
• Format: Article
• Language: fra
• Published: Université Abderrahmane Mira - Bejaia 2020-12-01
• Series: Multilinguales
• Subjects: distance learning; online interactions; educational triangle; representations; metacognitive processes
• Online Access: http://journals.openedition.org/multilinguales/5528

This study is part of a larger research on university pedagogy in the digital age in the Algerian context. It is divided into three main sections which reflect the experience of Blida 2 University in the field of distance education. The present research therefore pursues a double objective : on the one hand, it describes the distance education provided at Blida 2 University through the experience of the Faculty of Human and Social Sciences and through the two Yabda and Inside projects in which our university engaged in 2017 and which are part of international cooperation and overseen by the European Union ; on the other hand, the study aims to identify verbal interactions in this type of training and to collect data on perceptions of online exchanges. From a theoretical point of view, this research is based on the new forms of the pedagogical and didactic triangle which question the form developed by Houssaye in 1982. It is the tetrahedron of Faeber (2002), the model of Poisson conceived in 2003, from the Lombard tetrahedron (2007) and from the synthesis by Kim (2008) which show that the educational act, with the advent of the media and new communication technologies, cannot be reduced to relationships between the three poles of the didactic situation as described in the Houssaye triangle. In addition, given our research objectives, the study also draws on Albero’s work on self-training and the use of ICT (2003 and 2011), according to which distance learning promotes observation of its own working methods and enriches the range of action control strategies therefore promoting the development of metacognitive processes which occupy an increasingly important place in the teaching of languages ​​and cultures. Methodologically, the research protocol set up to achieve our objectives includes a questionnaire intended for the eight trainers of the faculty of human and social sciences in order to verify their representations and their declared practices with regard to exchanges online. In addition, in order to verify the actual practices relating to the management of verbal interactions, we resorted to a content analysis of the discussion threads in the French course.