Formation Continue du Supérieur

By Jennifer C Richardson, Adrie A. Koehler, Erin D. Besser, Secil Caskurlu, JiEun Lim, Chad M. Mueller. As online learning opportunities continue to grow it is important to continually consider instructor practices. Using case study methodology this study conceptualizes instructor presence, the intersection of social and teaching presence as defined within the Community of Inquiry literature, and is based in the implementation phase of online courses which is important to note since instructors often teach courses they did not design or develop. More...

By Oleksandra Skrypnyk, Srećko Joksimović, Vitomir Kovanović, Dragan Gašević, Shane Dawson. Distributed Massive Open Online Courses (MOOCs) are based on the premise that online learning occurs through a network of interconnected learners. The teachers’ role in distributed courses extends to forming such a network by facilitating communication that connects learners and their separate personal learning environments scattered around the Internet. The study reported in this paper examined who fulfilled such an influential role in a particular distributed MOOC – a connectivist course (cMOOC) offered in 2011. Social network analysis was conducted over a socio-technical network of the Twitter-based course interactions, comprising both human course participants and hashtags; where the latter represented technological affordances for scaling course communication. More...

By Eliana Esther Gallardo-Echenique, Luis Marqués-Molías, Mark Bullen, Jan-Willem Strijbos. This paper reports on a literature review of the concept of “Digital Natives” and related terms. More specifically, it reports on the idea of a homogeneous generation of prolific and skilled users of digital technology born between 1980 and 1994. In all, 127 articles published between 1991 and 2014 were reviewed. On the basis of the findings, there appears to be no commonly-accepted definition of a “Digital Native”. The concept varies among individuals, societies, regions and nations, and also over time. More...

By Curtis R Henrie, Robert Bodily, Kristine C Manwaring, Charles R Graham. In this exploratory study we used an intensive longitudinal approach to measure student engagement in a blended educational technology course, collecting both self-report and observational data.  The self-report measure included a simple survey of Likert-scale and open-ended questions given repeatedly during the semester. Observational data were student activity data extracted from the learning management system. More...

By Won Sug Shin, Minseok Kang. This study investigates online students’ acceptance of mobile learning and its influence on learning achievement using an information system success and extended technology acceptance model (TAM). Structural equation modeling was used to test the structure of individual, social, and systemic factors influencing mobile learning’s acceptance, and how said acceptance influences learning satisfaction and achievement. More...

By Hsin-liang Chen, Kevin L. Summers. The purpose of this paper is to investigate the current video collection of an open-access video website (TED-Ed).  The research questions focus on its content as evidence of development, its viewership as evidence of use, and flipping as evidence of interaction in informal learning.  In late September 2013, 686 video lessons were posted on the TED-Ed website that spanned 12 academic subject categories and 60 academic subject subcategories, as labeled and sorted on the TED-Ed website itself. More...

By Raidell Avello Martínez, Terry Anderson. Publication of research, innovation, challenges and successes is of critical importance to the evolution of more effective distance education programming. Publication in peer reviewed journal format is the most prestigious and the most widespread form of dissemination in education and most other disciplines, thus the importance of understanding what is published and its impact on both researchers and practitioners. In this article we identify and classify the leading articles in arguably the leading peer reviewed journals in this discipline. More...

By George Veletsianos, Peter Shepherdson. The complexity of digital and online education is becoming increasingly evident in the context of research into networked learning/participation. Interdisciplinary research is often proposed as a way to address complex scientific problems and enable researchers to bring novel perspectives into a field other than their own. The degree to which research on Massive Open Online Courses (MOOCs) is interdisciplinary is unknown. We apply descriptive and inferential statistics to bibliometric data to investigate interdisciplinarity in MOOC research. Results show that MOOC research published in 2013-2015 was (a) mostly conducted by researchers affiliated with Education and Computer Science disciplines, (b) far from monolithic, (c) had a greater representation of authors from Computer Science than in the past, and (d) showed a trend toward being more interdisciplinary than MOOC research published in 2008-2012. More...

By Larry Hardesty. New techniques could help identify students at risk for dropping out of online courses.
MOOCs — massive open online courses — grant huge numbers of people access to world-class educational resources, but they also suffer high rates of attrition.
To some degree, that’s inevitable: Many people who enroll in MOOCs may have no interest in doing homework, but simply plan to listen to video lectures in their spare time.
Others, however, may begin courses with the firm intention of completing them but get derailed by life’s other demands. Identifying those people before they drop out and providing them with extra help could make their MOOC participation much more productive. More...

Cette formation, de niveau licence, libre et gratuite, s’adresse à tout-e étudiant-e et plus largement tout-e apprenant-e intéressé-e par les thèmes abordés et vise à former notamment les étudiant-e-s préparant leur entrée en grande école ou inscrit-e-s dans une École supérieure du professorat et de l’éducation.

À propos de la formation

• Thèmes abordés
  Cette formation traite de l’égalité réelle entre les femmes et les hommes, en abordant l’éducation, les stéréotypes, l’orientation, la parité et la mixité des filières et des métiers, le sexisme ordinaire, le harcèlement et les violences faites aux femmes, pour conclure en terme de responsabilité et vie citoyenne.
• Objectifs pédagogiques
  Il s’agit de donner aux étudiant-e-s et aux apprenant-e-s des clés pour mieux connaître, comprendre et vivre l’égalité femmes-hommes telle qu’elle se présente à elles/eux tout au long de leur cursus ou de leur vie professionnelle et citoyenne. Voir l'article...