Le sujet cognitif de l’apprentissage
When using ICT to learn, humans perform a complex task that is difficult to study. Researches on this topic encountered several problems. Three are discussed here: a) Is it possible to describe, within the same framework, implicit and explicit learning with ICT, academic and non-academic learning wi...
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| Format: | Article |
| Language: | fra |
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Nantes Université
2014-01-01
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| Series: | Recherches en Éducation |
| Subjects: | |
| Online Access: | https://journals.openedition.org/ree/8519 |
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| _version_ | 1841548573437591552 |
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| author | André Tricot |
| author_facet | André Tricot |
| author_sort | André Tricot |
| collection | DOAJ |
| description | When using ICT to learn, humans perform a complex task that is difficult to study. Researches on this topic encountered several problems. Three are discussed here: a) Is it possible to describe, within the same framework, implicit and explicit learning with ICT, academic and non-academic learning with ICT? b) Do ICT involve different learning processes? c) What is the motivation to use ICT and does motivation has an effect on learning with ICT? To address these problems, a renewed learning approach can help. This approach considers the cognitive subject of learning as being able to learn in very different ways depending on whether there is an adaptive or non-adaptive issue. This approach also considers that the human subject mobilizes very different learning processes, involving that the tasks and tools that support these learning processes are necessarily very different. Finally, this approach considers that human subject’s knowledge on her/himself and his/her learning goals have a significant effect. |
| format | Article |
| id | doaj-art-55840ce426f94f0da8813a0a5fe2ce7f |
| institution | Kabale University |
| issn | 1954-3077 |
| language | fra |
| publishDate | 2014-01-01 |
| publisher | Nantes Université |
| record_format | Article |
| series | Recherches en Éducation |
| spelling | doaj-art-55840ce426f94f0da8813a0a5fe2ce7f2025-01-10T14:04:35ZfraNantes UniversitéRecherches en Éducation1954-30772014-01-011810.4000/ree.8519Le sujet cognitif de l’apprentissageAndré TricotWhen using ICT to learn, humans perform a complex task that is difficult to study. Researches on this topic encountered several problems. Three are discussed here: a) Is it possible to describe, within the same framework, implicit and explicit learning with ICT, academic and non-academic learning with ICT? b) Do ICT involve different learning processes? c) What is the motivation to use ICT and does motivation has an effect on learning with ICT? To address these problems, a renewed learning approach can help. This approach considers the cognitive subject of learning as being able to learn in very different ways depending on whether there is an adaptive or non-adaptive issue. This approach also considers that the human subject mobilizes very different learning processes, involving that the tasks and tools that support these learning processes are necessarily very different. Finally, this approach considers that human subject’s knowledge on her/himself and his/her learning goals have a significant effect.https://journals.openedition.org/ree/8519learning and cognitionICT and digital |
| spellingShingle | André Tricot Le sujet cognitif de l’apprentissage Recherches en Éducation learning and cognition ICT and digital |
| title | Le sujet cognitif de l’apprentissage |
| title_full | Le sujet cognitif de l’apprentissage |
| title_fullStr | Le sujet cognitif de l’apprentissage |
| title_full_unstemmed | Le sujet cognitif de l’apprentissage |
| title_short | Le sujet cognitif de l’apprentissage |
| title_sort | le sujet cognitif de l apprentissage |
| topic | learning and cognition ICT and digital |
| url | https://journals.openedition.org/ree/8519 |
| work_keys_str_mv | AT andretricot lesujetcognitifdelapprentissage |