JAESS_Vol 05 N 01

Permanent URI for this collectionhttps://archives.univ-eloued.dz/handle/123456789/18017

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Browsing JAESS_Vol 05 N 01 by Subject "formation en ligne, formation en présentiel, Moodle, plateforme pédagogique"

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    La Plateforme Pédagogique Moodle Pour La Formation à Distance Des étudiants De Français : Un Dispositif Contesté à L’université Algérienne ?
    (جامعة الوادي - University of Eloued, 2022-06-03) Laidoudi, Assia
    Menée auprès des étudiants de L1 en vue de préciser si le recours à la plateforme Moodle dans la formation distancielle est un choix judicieux, notre contribution a révélé que ce dispositif est délaissé en raison des contraintes techniques. Des outils technologiques plus courants sont d’ailleurs préférés par les enseignants à cette plateforme pédagogique pour publier leurs cours et maintenir les interactions enseignants-étudiants. En dépit de son efficience, Moodle ne figure pas parmi les outils que les étudiants interrogés privilégient pour apprendre à distance ; un rejet motivé essentiellement par la non-maîtrise de ce dispositif inexistant dans leurs habitudes technologiques. Abstract: Conducted with L1 (first year) students with a view to specifying whether recourse to the Moodle platform in distance learning is a wise choice, our contribution revealed that this device has been neglected, due to technical constraints. Common technological tools are also preferred by teachers to this educational platform to publish their courses and maintain teacher-student interactions. Despite its efficiency, Moodle is not among the tools that the students questioned prefer to learn remotely; a rejection essentially motivated by the lack of mastery of this device, which does not exist in their technological habits. Conducted with L1 (first year) students with a view to specifying whether recourse to the Moodle platform in distance learning is a wise choice, our contribution revealed that this device has been neglected, due to technical constraints. Common technological tools are also preferred by teachers to this educational platform to publish their courses and maintain teacher-student interactions. Despite its efficiency, Moodle is not among the tools that the students questioned prefer to learn remotely; a rejection essentially motivated by the lack of mastery of this device, which does not exist in their technological habits.