Tutorat et communauté dans un campus numérique non collaboratif

Abstract

To cite this version:Christine Develotte, François Mangenot. Tutorat et communauté dans un campus numérique non collaboratif.

Du Minitel aux SMS, la communication électronique et ses usages pédagogiques

“…Dans le meilleur des cas, on parvient, comme en présentiel, à créer une « communauté d'apprentissage » (Develotte et Mangenot, 2004).…”

Collective Activity and Tutor Involvement in E-learning Environments for Language Teachers and Learners

“…All exchanges occur through a single tool (forum). Experience shows that the many-to-many communication mode is sufficient for the students to feel part of a learning community (see Develotte & Mangenot, 2004), but it is clear that no strong preexisting autonomy, social ability, or even ICT literacy is required for successfully following the course. The tutor's activity and involvement are rather predictable and repetitive (strong teacher control, see Table 1).…”

“…This means that all pedagogical exchanges are asynchronous, written, and many-to-many, which helps build an online community (Develotte & Mangenot, 2004). Each task has its own forum; instructions from the tutor may thus be considered as initiation moves, and students' contributions generated by these instructions may be seen as responses.…”

“…Mangenot (2003) shows that certain creative tasks are more likely to generate interactions between peers. In Develotte & Mangenot (2004), two communicative events are presented: one in which a student intervenes in an apparently fruitless dialogue between another learner and the tutor to propose her help with regard to a difficult notion, and the other, in a course on intercultural matters, in which a debate emerges about Japanese civilization. In fact, debating is a very specific type of online activity because it focuses explicitly on interaction among peers.…”

Un nouvel objet pour la didactique du français : l’analyse des échanges en ligne

“…(Develotte & Mangenot, 2004). Engagé depuis 1999 dans la migration vers Internet d'un master de FLE auparavant délivré par correspondance sous forme traditionnelle, Mangenot (2002Mangenot ( , 2003 a pu analyser les échanges écrits asynchrones qui se faisaient jour dans ce cadre et notamment mettre en relation les tâches proposées avec la nature des échanges entre pairs et avec le tuteur.…”