Quels usages des outils de communication dans un MOOC selon les profils des participants ?
MOOCs generally integrate various resources likely to promote learning. This is particularly the case for communication tools that support exchanges between learners. In this contribution, we compare how learners from two contrasting groups in terms of enrolment modalities (spontaneous vs. enrolled)...
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| Format: | Article |
| Language: | fra |
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Association Internationale de Pédagogie Universitaire
2022-12-01
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| Series: | Revue Internationale de Pédagogie de l’Enseignement Supérieur |
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| Online Access: | https://journals.openedition.org/ripes/4278 |
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| _version_ | 1841546595131195392 |
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| author | Karim Boumazguida Gaëtan Temperman Antoine Derobertmasure Bruno De Lièvre |
| author_facet | Karim Boumazguida Gaëtan Temperman Antoine Derobertmasure Bruno De Lièvre |
| author_sort | Karim Boumazguida |
| collection | DOAJ |
| description | MOOCs generally integrate various resources likely to promote learning. This is particularly the case for communication tools that support exchanges between learners. In this contribution, we compare how learners from two contrasting groups in terms of enrolment modalities (spontaneous vs. enrolled) in the MOOC use two different types of communication tools (Forum vs. Facebook group). Our results show that the forum was used more by spontaneous learners than by enrolled learners. The latter preferred a social medium, Facebook. Most messages published on the forum by participants in both groups relate to the coordination of the MOOC, requests for help or clarification, and the sharing of personal information unrelated to the course. The participants publish more massively on the Facebook group messages related to its coordination, of a phatic nature [thanks, humour, greeting] and requests for help. Compared to the forum, the types of messages published by the subjects of the Facebook group differ according to the group to which they belong. Regardless of the communication tool used, we can see that the number of messages published by learners in both groups decreased as the MOOC continued. Finally, the comparison of the participants’ declarations regarding their actual use of the communication tools shows, despite some disparities, an overall adequacy between declared practices and actual use. |
| format | Article |
| id | doaj-art-9892683985fe4e679bf1d9f15a37be53 |
| institution | Kabale University |
| issn | 2076-8427 |
| language | fra |
| publishDate | 2022-12-01 |
| publisher | Association Internationale de Pédagogie Universitaire |
| record_format | Article |
| series | Revue Internationale de Pédagogie de l’Enseignement Supérieur |
| spelling | doaj-art-9892683985fe4e679bf1d9f15a37be532025-01-10T16:18:35ZfraAssociation Internationale de Pédagogie UniversitaireRevue Internationale de Pédagogie de l’Enseignement Supérieur2076-84272022-12-013810.4000/ripes.4278Quels usages des outils de communication dans un MOOC selon les profils des participants ?Karim BoumazguidaGaëtan TempermanAntoine DerobertmasureBruno De LièvreMOOCs generally integrate various resources likely to promote learning. This is particularly the case for communication tools that support exchanges between learners. In this contribution, we compare how learners from two contrasting groups in terms of enrolment modalities (spontaneous vs. enrolled) in the MOOC use two different types of communication tools (Forum vs. Facebook group). Our results show that the forum was used more by spontaneous learners than by enrolled learners. The latter preferred a social medium, Facebook. Most messages published on the forum by participants in both groups relate to the coordination of the MOOC, requests for help or clarification, and the sharing of personal information unrelated to the course. The participants publish more massively on the Facebook group messages related to its coordination, of a phatic nature [thanks, humour, greeting] and requests for help. Compared to the forum, the types of messages published by the subjects of the Facebook group differ according to the group to which they belong. Regardless of the communication tool used, we can see that the number of messages published by learners in both groups decreased as the MOOC continued. Finally, the comparison of the participants’ declarations regarding their actual use of the communication tools shows, despite some disparities, an overall adequacy between declared practices and actual use.https://journals.openedition.org/ripes/4278pédagogie universitairecommunicationMOOCactualité pédagogiqueFacebook |
| spellingShingle | Karim Boumazguida Gaëtan Temperman Antoine Derobertmasure Bruno De Lièvre Quels usages des outils de communication dans un MOOC selon les profils des participants ? Revue Internationale de Pédagogie de l’Enseignement Supérieur pédagogie universitaire communication MOOC actualité pédagogique |
| title | Quels usages des outils de communication dans un MOOC selon les profils des participants ? |
| title_full | Quels usages des outils de communication dans un MOOC selon les profils des participants ? |
| title_fullStr | Quels usages des outils de communication dans un MOOC selon les profils des participants ? |
| title_full_unstemmed | Quels usages des outils de communication dans un MOOC selon les profils des participants ? |
| title_short | Quels usages des outils de communication dans un MOOC selon les profils des participants ? |
| title_sort | quels usages des outils de communication dans un mooc selon les profils des participants |
| topic | pédagogie universitaire communication MOOC actualité pédagogique |
| url | https://journals.openedition.org/ripes/4278 |
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