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EXOLINE : Dispositif instrumenté pour analyser les interactions en apprentissage collaboratif en ligne

Abstract : This study focuses on a device that could allow the analysis of student motivation and autonomy in the absence of human regulation in distance education. Indeed, in the literature, motivation and autonomy are implicated in the abandonment of learners in online learning situations. To analyze these factors, some researchers use questionnaires on an ad hoc basis and others use digital traces produced by TEL (Computer Environments for Human Learning). In most of these studies the intervention of a tutor to regulate the learning activity is important. The objective of this research is to identify students who can follow a tutor at a distance with the best chances of success. In order to do so, we have designed a device combining the use of questionnaires and digital learning traces. This device contains a platform called "Exoline" which supports a pedagogical scenario alternating individual work and collaborative activities in seven steps. The collaborative activities are regulated by a voting system (I like/dislike) of the platform and the individual work corresponds to phases of editorial contribution by each learner member of a group. To collect data on the dynamics of collaboration and learning, we organized an experiment with 794 students from the University of Kara with a participation rate of 40.55%. We then applied different statistical methods to the data (questionnaires and traces) from the experiment in order to identify and study the existing relationships between learning, motivation and autonomy. Our study highlighted, beyond the initial motivation, the role of the dynamics of maintaining motivation throughout the learning process. The level of progression (number of steps achieved) by the learner in our Exoline device proved to be an interesting indicator of learning performance. In other words, the study shows that most of the students who drop out do so rather at the beginning of the process. On a more contextual level, our study also shows how the socio-economic environment influences the learning path of students, particularly in Togo.
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Submitted on : Tuesday, December 22, 2020 - 4:42:02 PM
Last modification on : Tuesday, January 4, 2022 - 6:12:15 AM


  • HAL Id : tel-03086454, version 1



Dikagma Bassagou. EXOLINE : Dispositif instrumenté pour analyser les interactions en apprentissage collaboratif en ligne. Environnements Informatiques pour l'Apprentissage Humain. univ Lille, 2019. Français. ⟨tel-03086454⟩



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