Le blog du Centre NTE

Complete Reference:
Platteaux H. & al. (2003). How students perceive elearning situations ? The case of the SVC WBT embryology course. in Jutz C. & al. (eds.). Proceedings of the 5th International Conference on New Educational Environments. Lucerne May 26th-28th, pp. 21-26.

Key Words:
E-learning, Embryology, Formative evaluation, Students’ perception

Abstract:
This paper presents results about the perception students have about a Web Based Training in Embryology (SVC program). Two sessions of this course are compared to evaluate both the improvement of the pedagogical situation and the reasons motivating students to accept or refuse such an e-learning course. For the pedagogical situation, significant positive changes were obtained for important parameters such as learning objective identification, learning efficiency and students’ autonomy. For the overall acceptance of the course, it appears that the parameters influencing the students’ decision are not always linked to e-learning.

Complete Document:
http://nte.unifr.ch/IMG/pdf/ICNEE2003_HP_Paper.pdf

Complete Reference:
Charlier, B., Platteaux, H., Bouvy, T., Esnault, L., Lebrun, M., Moura, A., Pirotte, S., Denis, B. & Verday, N. (2004). Stories about innovative process in higher education : some success factors. In Proceedings of the Networked Learning Conference 2004, Lancaster April 5th-7th. 121-128.

Key Words:
E-learning, Higher education, innovation

Abstract:
Previous studies have explored e-learning innovation in higher education from a number of different perspectives: virtual campus implementation, ICT in higher education, web-based learning and teaching, and teacher training. Our research aims to study the processes of pedagogical and technological innovation (for example e-learning, blended learning, collaborative learning, constructivist scenarios) and thereby to identify some key factors in these processes, with particular emphasis on the factors for success at the institutional level.

Complete Document:
http://nte.unifr.ch/IMG/pdf/Article_SuccessFactors_final.pdf

Complete Reference:
Platteaux H., Hoein S. & Adé-Damilano M. (2004). Acceptation des cours universitaires e-Learning : jugement a priori et situation vécue. in Conférence annuelle de l’Association Internationale de Pédagogie Universitaire. Marrakech Mai 3-7. 12 p.

Key Words:
e-Learning, Enseignement supérieur, Evaluation, Jugement des étudiants, Soutien pédagogique

Abstract:
Les cours faisant une utilisation pédagogique des technologies d’information et de communication (TIC), appelés cours e-Learning dans la suite, se développent de plus en plus dans les institutions d’enseignement supérieur. Les étudiants y sont donc de plus en plus confrontés et l’évaluation de la perception qu’ils ont de ces situations d’apprentissage est importante pour mieux comprendre les facteurs qui les amènent à accepter ou refuser de tels cours.
En particulier, on peut se demander comment les étudiants jugent a priori l’apport possible des TIC à l’enseignement, sans référence à une situation d’apprentissage précise, ainsi que la façon dont ils jugent une expérience de cours e-Learning. On peut aussi confronter ces deux jugements. La situation vécue renforce-t-elle ou change-t-elle leur avis a priori ? Quelle influence ont les principaux éléments de la situation de cours e-Learning sur un renforcement ou un changement ?
Le but de cet article est de présenter des premières réponses à ces questions en se basant sur l’analyse des données récoltées au travers de l’évaluation formative du cours « A web-based training in embryology » (médecine, premier cycle), un des cinquante projets du programme national « Campus Virtuel Suisse » développés entre 2000 et 2003.

Complete Document:
http://nte.unifr.ch/IMG/pdf/AIPU2004_ArticleHP.pdf

Complete Reference:
Platteaux, H. & Dasen, V. (2004). How different students perceive e-Learning ? The case of the Antiquit@s ancient history course. In Proceedings of the 6th International Conference on New Educational Environments – Neuchâtel September 26th-28th. 6 p.

Key Words:
E-Learning, Ancient history, Higher education, Students’ perception

Abstract:
This paper presents results about the perception students have of a blended learning course in ancient history (Swiss Virtual Campus program). The two successive sessions of the course Antiquit@s, given in Fribourg in 2002-2003 and 2003-2004, are compared in order to evaluate how the different compositions of the two groups of students influenced their perception of an e-Learning pedagogical situation. The adaptation to a blended learning environment should not represent a significant obstacle even for less experienced students. But this group is not convinced that such a situation is offering them efficient learning conditions. The reason for this kind of negative feeling appears as being more linked to active learning process than to the use of ICT.

Complete Document:
http://nte.unifr.ch/IMG/pdf/ICNEE2004_HP_Paper_V20.pdf