Formations hybrides et interactions en ligne du point de vue de l'enseignant : pratiques, représentations, évolutions

Abstract

Language training increasingly uses blended learning systems. One can state that the latter, once they are set up, often continue to be modified. We argue that these modifications are due to the interaction during the related training sessions. To verify our hypothesis we interviewed 15 designers of blended learning systems in the field of languages for specialists of other disciplines which are part of the Flodi-project, filling out questionnaires while interviewing them. An analysis of the data reveals interactional habits, course designers' representations, as well as past and foreseen modifications of the blended learning systems. The results show that interactions during training sessions did influence the evolution of the system. Moreover, we were able to distinguish between four tendencies of past, present and future modification of the systems : introduction of ICT, optimisation, reorganisation and collaboration.

Keywords

• blended learning
• course design
• online interaction