Over the last decade, several studies have focused on massive open online courses (MOOCs). The synthesis presented here concentrates on these studies and aims to examine the place held by content in these studies, especially those produced between 2012 and 2018: sixty-five peer reviewed papers are identified through five major educational technology research journals. The analysis revealed that these research articles covered a wide diversity of content. Content was mainly defined in terms of objectives of MOOCs, prerequisites required for participation in the MOOC, types of learning scenarios, and, though rarely, through the strategies used to convey content. In addition, empirical studies adopted a variety of conceptual frameworks which focused mainly on learning strategies without relating to the content in question. Finally, content was seldom considered as a research object. These results can provide MOOC researchers and instructors with insights for the study and design of MOOCs by taking into account the specificity of their content.
Assimilating an algorithmic course is a persistent problem for many undergraduate students. The major problem faced by students is the lack of problem solving ability and flexibility. Therefore, students are generally passive, unmotivated and unable to mobilize all the acquired knowledge (loops, test, variables, etc.) to deal with new encountered problems. Our study is structured around building, step by step, problem solving skills among novice learners. Our approach is based on the use of problem based learning in an e-Learning environment. We begin by establishing a cognitive model which represents knowledge elements, grouped into categories of skills, judged necessary to be appropriated. We then propose a problem built on a concrete situation which aims to actively construct a skill category. We conclude by presenting around the proposed problem a pedagogical scenario for the set of learning activities designed to be incorporated in an E-learning platform.
Dans cet article, nous présentons une analyse théorique et numérique des problèmeś elastoplastiques incrémentaux basés sur la méthode deséléments-finis (MEF) et l'analyse numérique. L'étude est faite sur un matériauélastoplastique parfait obéissant au critère de von Mises. Le contact avec frottement sec de Coulombà l'interface outil-pièce est pris en compte et formulé par la méthode du matériau standard implicite (MSI), proposée par De Saxcé et al., ce qui conduità un seul principe variationnel de minimum en déplacement pour lequel le contact et le frottement sont couplés dans la fonction bipotentiel non différentiable en certains points. En vue de contourner cette difficulté nous proposons d'utiliser soit la méthode de régularisation soit le lagrangien augmenté avec l'algorithme de projection d'Uzawa. Par contre le problème de couplage est résolu par l'utilisation d'une procédure itérative basée sur la méthode du point fixe.
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