Proposition de critères de proximité pour l’analyse des dispositifs de formation médiatisée

Abstract

On both sides of the Atlantic, universities are wondering about their objectives, the development of their audience as well as the learning system models that can address these challenges. Regardless of their original model (face-to-face or distance education), higher education institutions are reviewing their distribution and implementation procedures for hybrid learning systems (Burton et al., 2011 ; Deschryver and Charlier, 2012) that would allow the adaptation of teaching practices, as well as make the most of advantages and complementarities of classroom and distance methods in terms of place, time and action. In order to describe the continuum of intermediate states between face-to-face and distance education to characterize media-based education situations, several authors use the concept of proximity (Villardier and Do, 2008 ; Paquelin, 2011), which refers to the perception of the distance to qualify proximity catalysts. The objectives of the current research are initially to identify the tool components promoting proximity, then to query the different stakeholders involved in order to analyze if this proximity is effective and perceived as such. The first part of the work presented herein from an exploratory perspective aims to build proximity as an object of research and to describe learning systems in terms of proximity. This approach consists of organizing the two terms of reference in a reading grid.

Keywords

• distance education
• learning system
• proximity
• higher education