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Gestion du temps dans les Activités Projet Médiatisées à Distance

Abstract : Adult students get involved in Virtual Campus (VC) programs because of the time flexibility facilitated by distance learning education. However, they may have heavy schedule constraints, induced by their work, family and social commitments. For them, flexibility is both a necessity and a challenge for the regulation of their learning times on an individual and collective level. In the context of Computer Supported Collaborative e-Learning (CSCeL), this study is focused on the collective time management difficulties during e-learning project oriented activities. Firstly, we define the specificities of the academic learning times in distance education, the e learners’ profile, and the effect of time zones differences in international students’ teams. Secondly, an evaluation is conducted on the reliability of the time estimates the students made about (a) their own learning time (subjective) and (b) the learning times of their team-mates (intersubjective). The findings suggest an underestimation bias on the intersubjective learning times estimation. Consequently, we carry out a longitudinal analysis considering four estimation processes: prospective and retrospective estimates, subjectively and inter-subjectively. One of the research hypothesis evaluated concerns the relationship between the underestimation of intersubjective learning times and the loss of information concerning the state and the activities of the team-mates (group awareness) in CSCeL. Therefore, the mirroring properties of the Computer eLearning Environment (CLeE) may influence the intersubjective time perception called Group Time Awareness (GTA). As a result, we hypothesise there will be a positive effect in the GTA development depending on the use of a collective learning times visualisation tool. Time convergence was also hypothesised as an effet of GTA enhancement. The results allow us to consider both the longitudinal evolution of the GTA and the time convergence in all teams. Therefore, we discuss the effect of the visualization tool. The last part of the thesis compares the results of the knowledge and time management assessment through task-independent and task-dependent methods. We observe a weak relationship between dependent and independent assessments. We attribute these differences to the specific competencies mobilized in distance learning projects (coregulation, interruption management...) which are not currently considered by task-independent time management and knowledge assessment methods.
Keywords : time management
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Margarida Romero. Gestion du temps dans les Activités Projet Médiatisées à Distance. Psychologie. Université de Toulouse 2 Le Mirail; Universitat Autònoma de Barcelona, 2010. Français. ⟨tel-02137365⟩

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