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Dimension socio-affective et abandon en formation ouverte et à distance

Author: Clément DussarpsDidier PaquelinAnnie JézégouDaniel PerayaImad SalehAll authors
Publisher: 2014.
Dissertation: Thèse de doctorat : Sciences de l'information et de la communication : Bordeaux 3 : 2014.
Edition/Format:   Computer file : Document : Thesis/dissertation : French
Summary:
L'abandon en formation ouverte et à distance (FOAD) constitue un enjeu important tant pour les apprenants que pour les organismes de formation, que ce soit pour des raisons économiques, sociales, ou encore d'image (de soi ou publique). Les besoins des apprenants en termes d'accompagnement sont tant techniques, cognitifs et métacognitifs, qu'affectifs. C'est cette dernière notion, la dimension affective, qui nous
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Genre/Form: Thèses et écrits académiques
Material Type: Document, Thesis/dissertation, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Clément Dussarps; Didier Paquelin; Annie Jézégou; Daniel Peraya; Imad Saleh; David Pucheu; Stéphane Caro Dambreville; Université Bordeaux Montaigne.; École doctorale Montaigne-Humanités (Pessac, Gironde).; Médiation, Information, Communication, Art (Pessac, Gironde).
OCLC Number: 918625173
Notes: Titre provenant de l'écran-titre.
Description: 1 online resource
Responsibility: Clément Dussarps ; sous la direction de Didier Paquelin.

Abstract:

L'abandon en formation ouverte et à distance (FOAD) constitue un enjeu important tant pour les apprenants que pour les organismes de formation, que ce soit pour des raisons économiques, sociales, ou encore d'image (de soi ou publique). Les besoins des apprenants en termes d'accompagnement sont tant techniques, cognitifs et métacognitifs, qu'affectifs. C'est cette dernière notion, la dimension affective, qui nous intéressera particulièrement dans cette thèse pour comprendre l'abandon. Afin de tenir compte de la dimension sociale de l'individu et des relations qu'il entretient avec les enseignants, ses pairs ou ses proches, il sera question de dimension socio-affective. Nous mobilisons, pour mieux définir cette dimension et comprendre les enjeux de la communication médiatisée et de la distance en formation (en tant qu'objet social et technique), des auteurs issus de différentes disciplines des sciences humaines : des chercheurs en sciences de l'information et de la communication, des psychologues et des chercheurs en sciences de l'éducation. Nous proposons de caractériser la dimension socio-affective, pensée comme un système, par un modèle intégratif des émotions et sentiments proposés par l'ensemble de ces chercheurs. Cette dimension sera étudiée en regard de la notion de persévérance, inverse d'abandon. Nous nous demandons alors quels sont les facteurs socio-affectifs expliquant l'abandon en formation à distance, ou inversement la persévérance ? Sont notamment questionnés l'importance des interactions dans (avec les enseignants et autres apprenants) et en dehors (avec l'entourage proche) du dispositif de formation, et les facteurs individuels des apprenants (e.g. socio-démographiques). Pour répondre à ces questions, une enquête en deux parties (en début -attentes- et en fin de formation -vécu) et des entretiens semi-directifs ont été réalisés. Les premiers résultats rendent compte d'écarts entre attentes initiales et vécu de la formation, plus ou moins importants selon les apprenants. L'abandon apparaît explicable en analysant la dimension socio-affective, notamment dans les relations avec les acteurs du dispositif. Alors que certains subissent leur isolement du fait d'un manque de relation avec les enseignants, d'autres compensent en établissant une relation avec leurs pairs. Enfin, les proches occupent une place essentielle pour les apprenants qui vivent en famille et qui attendent leur soutien.

The drop out in open and distance learning (ODL) is an important issue both for the learners and training organizations, whether for economic, social or image (self-image or brand image). The accompanying needs of learners are both technical, cognitive and meta-cognitive, and affective. The latter particularly interest us in this thesis to understand the drop out. To take account of the social dimension of the person and his relationship with teachers, peers or family, we will discuss socio-emotional dimension. To better define this dimension and understand the issues of mediated communication and the distance in training (as a social and technical object), we mobilize some authors from different disciplines of the humanities: Researchers in science of information and communication , psychologists and researchers in science education. We propose to characterize the socio-emotional dimension, thought of as a system, by an integrative model of emotions and sentiments offered by all of these researchers. This aspect will be studied in relation to the notion of persistence, which is the opposite of drop out. We wonder what are the socio-emotional factors behind the drop out in distance learning, or conversely perseverance? The importance of interactions within (with teachers and other learners) and outside the training device (with family) and individual factors of learners (eg sociodemographic) are questioned. To answer these questions, an investigation into two parts (in beginning - expectations - and in end of training - experience) and semi-directive interviews were conducted. The first results reflect the differences between initial expectations and experiences of training, more or less important according learners. The drop out appears explainable by analyzing the socio-emotional dimension, especially in relations with the actors of the device. While some students suffer isolation due to a lack of relationship with teachers, others compensate by establishing a relationship with their peers. Finally, relatives occupy an essential place for learners who live in families and are waiting their support.

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Linked Data


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# David Pucheu<\/span>\n\u00A0\u00A0\u00A0\nschema:contributor<\/a> <http:\/\/experiment.worldcat.org\/entity\/work\/data\/2598101002#Person\/caro_dambreville_stephane<\/a>> ; # St\u00E9phane Caro Dambreville<\/span>\n\u00A0\u00A0\u00A0\nschema:contributor<\/a> <http:\/\/experiment.worldcat.org\/entity\/work\/data\/2598101002#Organization\/universite_bordeaux_montaigne<\/a>> ; # Universit\u00E9 Bordeaux Montaigne.<\/span>\n\u00A0\u00A0\u00A0\nschema:datePublished<\/a> \"2014<\/span>\" ;\u00A0\u00A0\u00A0\nschema:description<\/a> \"L\'abandon en formation ouverte et \u00E0 distance (FOAD) constitue un enjeu important tant pour les apprenants que pour les organismes de formation, que ce soit pour des raisons \u00E9conomiques, sociales, ou encore d\'image (de soi ou publique). Les besoins des apprenants en termes d\'accompagnement sont tant techniques, cognitifs et m\u00E9tacognitifs, qu\'affectifs. C\'est cette derni\u00E8re notion, la dimension affective, qui nous int\u00E9ressera particuli\u00E8rement dans cette th\u00E8se pour comprendre l\'abandon. Afin de tenir compte de la dimension sociale de l\'individu et des relations qu\'il entretient avec les enseignants, ses pairs ou ses proches, il sera question de dimension socio-affective. Nous mobilisons, pour mieux d\u00E9finir cette dimension et comprendre les enjeux de la communication m\u00E9diatis\u00E9e et de la distance en formation (en tant qu\'objet social et technique), des auteurs issus de diff\u00E9rentes disciplines des sciences humaines : des chercheurs en sciences de l\'information et de la communication, des psychologues et des chercheurs en sciences de l\'\u00E9ducation. Nous proposons de caract\u00E9riser la dimension socio-affective, pens\u00E9e comme un syst\u00E8me, par un mod\u00E8le int\u00E9gratif des \u00E9motions et sentiments propos\u00E9s par l\'ensemble de ces chercheurs. Cette dimension sera \u00E9tudi\u00E9e en regard de la notion de pers\u00E9v\u00E9rance, inverse d\'abandon. Nous nous demandons alors quels sont les facteurs socio-affectifs expliquant l\'abandon en formation \u00E0 distance, ou inversement la pers\u00E9v\u00E9rance ? Sont notamment questionn\u00E9s l\'importance des interactions dans (avec les enseignants et autres apprenants) et en dehors (avec l\'entourage proche) du dispositif de formation, et les facteurs individuels des apprenants (e.g. socio-d\u00E9mographiques). Pour r\u00E9pondre \u00E0 ces questions, une enqu\u00EAte en deux parties (en d\u00E9but -attentes- et en fin de formation -v\u00E9cu) et des entretiens semi-directifs ont \u00E9t\u00E9 r\u00E9alis\u00E9s. 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<http:\/\/experiment.worldcat.org\/entity\/work\/data\/2598101002#Organization\/ecole_doctorale_montaigne_humanites_pessac_gironde<\/a>> # \u00C9cole doctorale Montaigne-Humanit\u00E9s (Pessac, Gironde).<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Organization<\/a> ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"\u00C9cole doctorale Montaigne-Humanit\u00E9s (Pessac, Gironde).<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/2598101002#Organization\/mediation_information_communication_art_pessac_gironde<\/a>> # M\u00E9diation, Information, Communication, Art (Pessac, Gironde).<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Organization<\/a> ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"M\u00E9diation, Information, Communication, Art (Pessac, Gironde).<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/2598101002#Organization\/universite_bordeaux_montaigne<\/a>> # Universit\u00E9 Bordeaux Montaigne.<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Organization<\/a> ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"Universit\u00E9 Bordeaux Montaigne.<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/2598101002#Person\/caro_dambreville_stephane<\/a>> # St\u00E9phane Caro Dambreville<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Person<\/a> ;\u00A0\u00A0\u00A0\nschema:familyName<\/a> \"Caro Dambreville<\/span>\" ;\u00A0\u00A0\u00A0\nschema:givenName<\/a> \"St\u00E9phane<\/span>\" ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"St\u00E9phane Caro Dambreville<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/2598101002#Person\/dussarps_clement_1986<\/a>> # Cl\u00E9ment Dussarps<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Person<\/a> ;\u00A0\u00A0\u00A0\nschema:birthDate<\/a> \"1986<\/span>\" ;\u00A0\u00A0\u00A0\nschema:deathDate<\/a> \"\" ;\u00A0\u00A0\u00A0\nschema:familyName<\/a> \"Dussarps<\/span>\" ;\u00A0\u00A0\u00A0\nschema:givenName<\/a> \"Cl\u00E9ment<\/span>\" ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"Cl\u00E9ment Dussarps<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/2598101002#Person\/jezegou_annie<\/a>> # Annie J\u00E9z\u00E9gou<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Person<\/a> ;\u00A0\u00A0\u00A0\nschema:familyName<\/a> \"J\u00E9z\u00E9gou<\/span>\" ;\u00A0\u00A0\u00A0\nschema:givenName<\/a> \"Annie<\/span>\" ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"Annie J\u00E9z\u00E9gou<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/2598101002#Person\/paquelin_didier<\/a>> # Didier Paquelin<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Person<\/a> ;\u00A0\u00A0\u00A0\nschema:familyName<\/a> \"Paquelin<\/span>\" ;\u00A0\u00A0\u00A0\nschema:givenName<\/a> \"Didier<\/span>\" ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"Didier Paquelin<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/2598101002#Person\/peraya_daniel_1949<\/a>> # Daniel Peraya<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Person<\/a> ;\u00A0\u00A0\u00A0\nschema:birthDate<\/a> \"1949<\/span>\" ;\u00A0\u00A0\u00A0\nschema:deathDate<\/a> \"\" ;\u00A0\u00A0\u00A0\nschema:familyName<\/a> \"Peraya<\/span>\" ;\u00A0\u00A0\u00A0\nschema:givenName<\/a> \"Daniel<\/span>\" ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"Daniel Peraya<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/2598101002#Person\/pucheu_david_1978<\/a>> # David Pucheu<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Person<\/a> ;\u00A0\u00A0\u00A0\nschema:birthDate<\/a> \"1978<\/span>\" ;\u00A0\u00A0\u00A0\nschema:deathDate<\/a> \"\" ;\u00A0\u00A0\u00A0\nschema:familyName<\/a> \"Pucheu<\/span>\" ;\u00A0\u00A0\u00A0\nschema:givenName<\/a> \"David<\/span>\" ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"David Pucheu<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/2598101002#Person\/saleh_imad_1960<\/a>> # Imad Saleh<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Person<\/a> ;\u00A0\u00A0\u00A0\nschema:birthDate<\/a> \"1960<\/span>\" ;\u00A0\u00A0\u00A0\nschema:deathDate<\/a> \"\" ;\u00A0\u00A0\u00A0\nschema:familyName<\/a> \"Saleh<\/span>\" ;\u00A0\u00A0\u00A0\nschema:givenName<\/a> \"Imad<\/span>\" ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"Imad Saleh<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/2598101002#Thing\/abandon<\/a>> # Abandon<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Thing<\/a> ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"Abandon<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/2598101002#Thing\/apprentissage<\/a>> # Apprentissage<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Thing<\/a> ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"Apprentissage<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/2598101002#Thing\/communication_mediatisee<\/a>> # Communication m\u00E9diatis\u00E9e<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Thing<\/a> ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"Communication m\u00E9diatis\u00E9e<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/2598101002#Thing\/dimension_socio_affective<\/a>> # Dimension socio-affective<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Thing<\/a> ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"Dimension socio-affective<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/2598101002#Thing\/dispositif<\/a>> # Dispositif<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Thing<\/a> ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"Dispositif<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/2598101002#Thing\/formation_ouverte_a_distance<\/a>> # Formation ouverte \u00E0 distance<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Thing<\/a> ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"Formation ouverte \u00E0 distance<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/2598101002#Thing\/motivation<\/a>> # Motivation<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Thing<\/a> ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"Motivation<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/2598101002#Thing\/perseverance<\/a>> # Pers\u00E9v\u00E9rance<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Thing<\/a> ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"Pers\u00E9v\u00E9rance<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/2598101002#Topic\/abandon_des_etudes_enseignement_superieur<\/a>> # Abandon des \u00E9tudes (enseignement sup\u00E9rieur)<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Intangible<\/a> ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"Abandon des \u00E9tudes (enseignement sup\u00E9rieur)<\/span>\"@fr<\/a> ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/2598101002#Topic\/affectivite_en_education<\/a>> # Affectivit\u00E9 en \u00E9ducation<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Intangible<\/a> ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"Affectivit\u00E9 en \u00E9ducation<\/span>\"@fr<\/a> ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/2598101002#Topic\/enseignement_a_distance_france<\/a>> # Enseignement \u00E0 distance--France<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Intangible<\/a> ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"Enseignement \u00E0 distance--France<\/span>\"@fr<\/a> ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/experiment.worldcat.org\/entity\/work\/data\/2598101002#Topic\/enseignement_a_distance_quebec_canada<\/a>> # Enseignement \u00E0 distance--Qu\u00E9bec (Canada)<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Intangible<\/a> ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"Enseignement \u00E0 distance--Qu\u00E9bec (Canada)<\/span>\"@fr<\/a> ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/id.loc.gov\/vocabulary\/countries\/fr<\/a>>\u00A0\u00A0\u00A0\u00A0a \nschema:Place<\/a> ;\u00A0\u00A0\u00A0\ndcterms:identifier<\/a> \"fr<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/www.theses.fr\/2014BOR30060\/document<\/a>>\u00A0\u00A0\u00A0\nrdfs:comment<\/a> \"Acc\u00E8s au texte int\u00E9gral<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n