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2016-01-24 - Article/Dans un journal avec peer-review - Français - 21 page(s)

Temperman Gaëtan , De Lièvre Bruno , De Stercke Joachim , "Effects of tutoring modes with an Activity dashboard in a CSCL Environment" in Journal of Distance Education, 31, 1, 1-11

  • Edition : Canadian Association for Distance Education
  • Codes CREF : Interaction des groupes (DI4117), Technologie de l'éducation (DI4620)
  • Unités de recherche UMONS : Pédagogie générale et médias éducatifs (P303)
  • Instituts UMONS : Institut de Recherche en Technologies de l’Information et Sciences de l’Informatique (InforTech), Institut de Recherche en Développement Humain et des Organisations (HumanOrg)
Texte intégral :

Abstract(s) :

(Anglais) This article focuses on the integration conditions of a self-regulation tool in a collaborative distance-learning environment. An experimental study was conducted to address this issue. This study was conducted as part of a program of practical classes taught remotely with a group of 108 master’s degree students and with a two-variable factorial plan. The first variable was about the incentive given to students to use the self-regulation tool. The second variable brought the students to adopt different modes of organization for completing their task. The analysis of the results shows that the students who had to plan their work spontaneously used the tool more than those who negotiated their schedule. It also shows that the students encouraged to use the tool completed the training more quickly and were more efficient in their teamwork. Moreover, this study suggests some interaction between the two variables. Students from the spontaneous schedule group, who were also encouraged to use the self-regulation tool, reached a higher level of collaboration efficiency (work quality/time used).