Analyses lexicales des publications croisant numérique, apprentissages et pédagogie : une prédominance du e-teaching et du e-learning provoqué

Olivier Las Vergnas 1, 2, 3 Christophe Jeunesse 1 Moïse Dero 1, 2, 3 Patrick Bury 4
1 CREF: Équipe Apprenance et Formation des Adultes
CREF - Centre de recherches éducation et formation
2 Trigone-CIREL
CIREL - Centre Interuniversitaire de Recherche en Education de Lille (CIREL) - EA 4354 : EA1038
Abstract : This article provides a state-of-the-art overview of French-language research publications focusing on the relationship between digital, learning and pedagogy. Four complementary lexicometric studies are being mobilized: two were pre-existing and focused respectively on the research of works related to "informal e-learning" and the other on the differences between two scientific symposia and two professional fairs. Two others are works specifically deployed for this issue of this journal: the first is based on the determination by the "word vectors" method of the 50 thesis summaries most semantically close to the text of intent of this issue to propose a mapping and the second is an analysis of the text of the book dedicated to the pioneer researcher in this field that is M. Linard. In addition, a common lexical classification is built on the meta-corpus constituted by the grouping of all the texts present in each of these corpuses. Overall, these studies show that research communications in the education sciences are more focused on devices or situations that could be described as e-teaching than on the transformations in the “relationship to knowledge” generated by the digitalization of our societies.
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https://hal.archives-ouvertes.fr/hal-02149580
Contributor : Olivier Las Vergnas <>
Submitted on : Thursday, June 6, 2019 - 2:51:51 PM
Last modification on : Friday, June 14, 2019 - 1:38:18 AM

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Olivier Las Vergnas, Christophe Jeunesse, Moïse Dero, Patrick Bury. Analyses lexicales des publications croisant numérique, apprentissages et pédagogie : une prédominance du e-teaching et du e-learning provoqué. Éducation permanente, Paris : Documentation française, 2019, Le numérique : une illusion pédagogique ?, 2019-2 (219), pp.128-144. ⟨http://www.education-permanente.fr/public/articles/articles.php?id_revue=1758&id_article=2794#resume2794⟩. ⟨hal-02149580⟩

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