Analyse de facteurs qui influencent le choix de parcours des apprenants dans le MOOC « L’innovation pédagogique dont vous êtes le héros »

Abstract

MOOCs, which are growing techno-pedagogical devices, have evolved in recent years and have diversified, offering learners a variety of learning experiences. The MOOC we are studying, entitled “Educational innovation where you are the hero”, offers two types of pathways: a so-called transmissive pathway and a so-called connectivist pathway. Our analyses show that learners mainly go for the “performance” pathway, whose pedagogy is said to be “transmissive”. In order to understand this trend, the learners’ answers to a questionnaire were studied using an analysis grid. This grid made it possible to carry out a quantitative analysis of the qualitative textual data and to highlight the determining criteria in the choice of learners. Several aspects such as the time dimension, the socio-affective dimension, the obtaining of a certification and the working methods were mentioned by the users. This MOOC is followed by two types of learners (enrolled and spontaneous) and the analysis of their answers shows that their choice concerning the teaching method is made since different criteria. The enrolled learners who have to follow the training to validate a course included in their curriculum have favoured more the working methods and the supposed ease of the course while the spontaneous learners, the majority of whom are education professionals, have favoured pragmatic aspects such as the deadlines for completing tasks and the possibility of obtaining certification.

Keywords

• MOOC
• learning pathways
• university pedagogy
• distance learning
• reason for entering training