%0 Journal Article
%T Quels usages des technologies dans la reprise d¡¯¨¦tudes ¨¤ distance ?
%A Cathia Papi
%J Revue Internationale de P¨¦dagogie de l¡¯Enseignement Sup¨¦rieur
%D 2009
%I Association Internationale de P¨¦dagogie Universitaire
%X Alors qu¡¯avec les plate-formes collaboratives la formation ¨¤ distance tend ¨¤ participer d¡¯un mod¨¨le p¨¦dagogique socioconstructiviste, comment des ¨¦tudiants habitu¨¦s ¨¤ l¡¯enseignement transmissif en pr¨¦sentiel (s¡¯)adaptent-ils (¨¤) ce nouveau mode d¡¯apprentissage ? Analysant les relev¨¦s d¡¯activit¨¦ et entretiens effectu¨¦s aupr¨¨s d¡¯apprenants pr¨¦parant le dipl me d¡¯acc¨¨s aux ¨¦tudes universitaires (DAEU) ¨¤ distance, nous observons que les usages r¨¦serv¨¦s aux outils ne correspondent pas toujours ¨¤ ceux pr¨¦vus. Nous interrogeons alors la pertinence de ce mod¨¨le technico-p¨¦dagogique dans le cadre de la pr¨¦paration d¡¯examens fond¨¦s sur une restitution de savoirs ¨¦valu¨¦e individuellement.    As students have been used to face-to-face teaching, we wonder how they adapt to the socio-constructivist type of pedagogy implemented by collaborative platforms through e-learning. We carried out analyses based on activity statements and interviews with learners who suspended their education, but are now preparing to continue their education via on-line education. The use of different technologies allows us to think about the large field of e-learning practices which do not always correspond to those envisioned. We then question the point of such a technico-pedagogic model for preparing for exams based on individually evaluated restitutions of academic knowledge.
%K life long learning
%K virtual campus
%K information and communication technologies
%K uses
%K second chance
%K ¨¦ducation tout au long de la vie
%K campus num¨¦rique
%K technologies de l¡¯information et de la communication
%K usages
%K seconde chance
%U http://ripes.revues.org/97