Situations d'apprentissage collectives instrument\'ees : \'etude de pratiques dans l'enseignement sup\'erieur

TL;DR

This study investigates the characteristics and actual usage of instrumented collective learning situations in higher education, focusing on how tools and prescribed activities are implemented and followed by actors.

Contribution

It provides an empirical analysis of the existence, forms, and adherence to instrumented collective learning scenarios in higher education settings.

Findings

ICLS are variably implemented in practice

Tools and activities prescribed are not always followed

Actors' usage patterns differ from research recommendations

Abstract

Currently, educational platforms propose many tools of communication, production, labour division or collective work management in order to support collective activities. But it is not guaranteed that actors (instructional designers, tutors or learner) are really using them. Our work, describe characteristics of instrumented learning situations (ICLS) in the higher education. Our intention is to determine: if ICLS are really existing; which form they take (in terms of scenario, tools, type of activity...) ; if recommendations resulting from research tasks are taken into account by instructional designers and if the instructional designer prescribed activities are really follow by learners or tutors? To answer these questions, we have made a survey about ICLS actors uses.