Contribution/soutien des espaces à l'autodirection : un exemple d'hybridation du virtuel et du physique à l'université de Lorraine

Abstract

Unlike what happens with the introduction of some e-learning platforms, whose main result is to empty physical spaces in language institutions, the platform under development at the university of Lorraine was designed right from the beginning to support self-directed learning in self-access centres (SAC) and to promote it (Maquart-Willié, 2012). It is meant to become one of the main elements of a global environment which also includes the various self-access centres of the university, the objective being to facilitate language learners' autonomisation. Our study of the dynamics of the environment is based on quantitative and qualitative traces of activities in the SAC and on the platform. It seems that rather than opposing physical and virtual spaces, the environment created by their hybridization enhances innovative practice.

Keywords

• blended learning
• autonomy
• learning environment
• language centre