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Effet Des Styles Et De L'auto-Apprentissage

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Effet Des Styles Et De L'auto-Apprentissage Les pratiques d'apprentissage des adultes en FOAD : effet des styles et de l'auto-apprentissage Jean Frayssinhes To cite this version: Jean Frayssinhes. Les pratiques d'apprentissage des adultes en FOAD : effet des styles et de l'auto-apprentissage. Education.´ Universit´eToulouse le Mirail - Toulouse II, 2011. Fran¸cais. <NNT : 2011TOU20067>. <tel-00636549> HAL Id: tel-00636549 https://tel.archives-ouvertes.fr/tel-00636549 Submitted on 27 Oct 2011 HAL is a multi-disciplinary open access L'archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destin´eeau d´ep^otet `ala diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publi´esou non, lished or not. The documents may come from ´emanant des ´etablissements d'enseignement et de teaching and research institutions in France or recherche fran¸caisou ´etrangers,des laboratoires abroad, or from public or private research centers. publics ou priv´es. ฀ ฀฀฀฀฀ ฀ %0$503"5%& -6/*7&34*5²฀ %&506-064& ฀฀ Université Toulouse II฀ Le Mirail (UT2 Le Mirail) ฀฀฀ Sciences de฀ l'éducation ฀ ฀฀฀฀฀฀ Jean Frayssinhes฀ ฀ jeudi 29 septembre 2011 ฀ ฀ ฀ ฀ Les pratiques d'apprentissage des adultes en FOAD : effet des styles et de l'auto-apprentissage฀ ฀ ฀ ฀฀฀ Comportement, Langage, Education,฀ Socialisation, COgnition (CLESCO) ฀฀฀฀ UMR Education, Formation, Travail, Savoirs (EFTS) ฀฀฀ Professeur Séraphin Alava ฀ Bernard฀ Blandin Ahmed Chabchoub฀ M ฀฀฀ : Daniel Peraya Jean FRAYSSINHES Les pratiques d’apprentissage des adultes en FOAD : Effet des styles et de l’auto-apprentissage Résumés et mots clés Dans un contexte professionnel en perpétuelle mutation, les salariés ont la nécessité de se former régulièrement, et ce quel que soit leur niveau de formation initial. Nous avons coutume de lire et d’entendre que le taux d’abandon et le taux d’échec des apprenants dans un dispositif de FOAD est supérieur à celui observé dans la formation présentielle. Ces défections ou revers peuvent être la résultante de divers facteurs dont: l'isolement de l'apprenant, un défaut d'ergonomie de l'environnement d’apprentissage (pédagogique, technologique) ou bien le manque d'autonomie de l'apprenant. Pour passer d’un système fondé sur la transmission du savoir (présentiel) à un système fondé sur l’appropriation et la création de connaissances (FOAD), il faut consentir des efforts particuliers, aussi, notre objectif est de découvrir : comment s’y prennent ceux qui vont jusqu’au bout et réussissent leur formation ? Pour répondre à cette question, nous allons investiguer les styles d’apprentissage des apprenants, qui induisent les méthodologies et stratégies d’apprentissage, ainsi que leur dimension auto- formative qui est une composante importante de la FOAD, due à l’éclatement des unités de temps, de lieu, d’action. Ainsi, nous souhaitons découvrir quels sont les styles d’apprentissage des participants d’une part, en essayant de voir quels sont ceux qui éventuellement dominent, et d’autre part, définir quelle est la capacité d’auto-apprentissage des participants dans le processus de formation ouverte et à distance. La FOAD suppose un ancrage fort dans l’humain, notamment les dimensions psycho- affectives et cognitives. Tous les participants ayant réussi leur formation, nous espérons découvrir chez eux des traits individuels, des dominantes ou constantes comportementales qui pourraient peut-être l’expliquer. Mots Clés : FOAD ; Auto-formation ; Styles apprentissage ; Andragogie ; Mathétique ; Métacognition ; Adultes. Résumé et Mots clés Thèse de Doctorat en Sciences de l’Education – Université de Toulouse II Le Mirail 2 Jean FRAYSSINHES Les pratiques d’apprentissage des adultes en FOAD : Effet des styles et de l’auto-apprentissage Abstract and Keywords In a constantly changing professional environment, employees need to train regularly, regardless of their level of initial training. We usually read and hear that the dropout and failure rate of learners in an open distance learning device is higher than that observed in the classroom training face to face. These defections or setbacks may be the result of various factors including: the isolation of the learner, poor ergonomics of learning environments (educational technology) or the lack of learner autonomy. To move from a system based on knowledge transfer (face to face) to a system based on ownership and knowledge creation (Open Distance Learning), we must make special efforts, however, our goal is to discover how they managed to complete their education and succeed? To answer this question, we will investigate the learning styles of learners, which induce the methodologies and learning strategies and their self-formative dimension that is an important component of distance learning, due to the breakdown of unit’s time, place, and action. Thus, we would discover what are the learning styles of participants on the one hand, trying to see which ones may dominate the other hand, define what is the capacity for self-learning participants in the process of open and distance learning. ODL requires a strong anchoring in the human, including dimensions psycho-emotional and cognitive. All participants who successfully completed their training, we hope to discover in their individual traits, the dominant behavioral or constants that could possibly explain. Keywords: ODL; Self-directed learning; Learning styles, Andragogy; Mathetic; Metacognition; Adults. Abstract and Keywords Thèse de Doctorat en Sciences de l’Education – Université de Toulouse II Le Mirail 3 Jean FRAYSSINHES Les pratiques d’apprentissage des adultes en FOAD : Effet des styles et de l’auto-apprentissage REMERCIEMENTS Débuter un travail de recherche comme doctorant est un pari hasardeux sur l’avenir car, si nous savons d’où, et quand nous partons, l’arrivée paraît bien lointaine, pleine d’embûche et les résultats aléatoires sinon incertains. Le choix d’un thème de recherche n’est pas totalement indépendant des interrogations du chercheur. Ce processus de FOAD, objet de la recherche, me passionne car il est en phase avec le présent et il est porteur d’avenir grâce aux nouveaux outils de communications numériques qui ne cessent de voir le jour, aussi fut-il l’élément déclencheur de ma volonté d’entamer un travail d’investigation dans ce domaine. Je remercie tout d’abord le laboratoire CREFI-T-GPE, transformé depuis le 1 er janvier 2011 en Unité Mixte de Recherche, (UMR) Education, Formation, Travail, Savoirs, (EFTS) ainsi que tous ses membres, de m’avoir accueilli en son sein, et particulièrement mon directeur de recherche, le professeur Séraphin ALAVA, pour toute l’aide qu’il m’a apportée tout au long de ce long travail, Saïd JMEL, Docteur en Mathématique, ingénieur de recherche, qui a su me guider efficacement avec compétence, gentillesse et grande courtoisie dans les méandres obscurs des analyses statistiques, Bernard BLANDIN, Directeur de recherche du CESI, spécialiste internationalement reconnu de la FOAD, pour ses conseils avisés et ses appuis relationnels auprès de structures enseignantes, Brigitte MONTFORT, Directrice du Laboratoire d’Enseignement Multimédia de l’Université de Liège pour le prêt amical de son outil ISALEM-97, le professeur Gérald STRAKA de l’Université de Brême, et son collaborateur Johannes ROSENDHAL, pour l’accord d’utilisation de la grille ALK-I, pour leur aide et la qualité scientifique de leurs échanges, Edyta BELLOUNI, ingénieur en informatique à l’Université de Toulouse II le Mirail qui m’a permis de mettre en ligne les outils d’analyse, et enfin à ma sœur Catherine, qui a su patiemment relire ce travail pour le débarrasser de sa gangue grammaticale et linguistique dans lequel il était parfois enserré. Je manifeste toute ma reconnaissance aux membres du jury : Bernard BLANDIN, Ahmed CHABCHOUB, Daniel PERAYA, qui ont accepté d’évaluer ce travail, et je leur adresse toute ma gratitude. J’adresse mes plus vifs remerciements à tous ceux qui furent, sans le savoir, les initiateurs de ce désir qui m’anime et qui ont permis l’émergence et cette aspiration de changement de paradigme : les salariés que j’ai accueillis en formation inter et intra-entreprises, mes étudiants de l’Ecole de Gestion, Commerce et Informatique de Toulouse, ainsi que mes collègues Net Trainers de l’Université de Toulouse 1 Capitole, notamment le Dr Edouard GUEVART pour son introduction auprès de ses étudiants en médecine dans le concept de FOAD du continent africain et l’aide précieuse qu’il m’a fournie. Ma reconnaissance est acquise aux multiples participants/acteurs de cette étude qui ont acceptés de donner du temps, de la réflexion et de la cognition pour répondre aux nombreuses questions posées, et sans lesquels cette thèse n’aurait été possible. J’ai une pensée particulière pour mon épouse Sima, qui a toujours su me soutenir dans mes choix et m’encourager à persévérer dans la voie que j’avais choisie, malgré les difficultés de la vie quotidienne. A mes parents, mes enfants, mes petits-enfants…. Remerciements Thèse de Doctorat en Sciences de l’Education – Université de Toulouse II Le Mirail 4 Jean FRAYSSINHES Les pratiques d’apprentissage des adultes en FOAD : Effet des styles et de l’auto-apprentissage SOMMAIRE 1 AVANT PROPOS ........................................................................... 18 1.1 Le ’’E-savoir’’ ................................................................................................... 18 1.1.1 Contexte social et web 2.0 .......................................................................................
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