Le tutorat à distance existe-t-il ? Propositions pour du tutorat proactif à partir de deux expérimentations de FOAD
Résumé
Does the distance tutoring exist ? Propositions for a proactive tutoring based on two FOAD experimentations.
This paper aims to bring out the complexity of the implementation of distance tutoring in the on-line courses. It is based on two distance learning experimentations, in the high education level and the industry context, On one hand, this paper shows how difficult to implement in the practice distance education relationship. The other hand, it highlights consequences of theses difficulties as for learner and teacher as distance education itself. To be solve these difficulties, we suggest to examine trails related to implementation of pro-active tutoring. These trails concerne as knowledge building activities as kind of tutor who is commit in the relationship. Finaly, the paper ends with the propectss of the pro-active tutoring implementation in on-line courses.
This paper aims to bring out the complexity of the implementation of distance tutoring in the on-line courses. It is based on two distance learning experimentations, in the high education level and the industry context, On one hand, this paper shows how difficult to implement in the practice distance education relationship. The other hand, it highlights consequences of theses difficulties as for learner and teacher as distance education itself. To be solve these difficulties, we suggest to examine trails related to implementation of pro-active tutoring. These trails concerne as knowledge building activities as kind of tutor who is commit in the relationship. Finaly, the paper ends with the propectss of the pro-active tutoring implementation in on-line courses.
Cet article essaie de mettre en valeur la complexité de la mise en œuvre du tutorat à distance dans le cadre des formations ouvertes et à distance (FOAD). S'appuyant sur deux expériences de FOAD dans l'enseignement supérieur et dans l'industrie, il montre combien il est difficile de mettre concrètement en pratique des relations pédagogiques à distance et souligne les conséquences de ces difficultés aussi bien pour les apprenants, les enseignants, que pour la FOAD elle-même. Pour résoudre ces difficultés et susciter ces relations à distance, il propose des pistes liées à la mise en place d'un tutorat proactif. Elles concernent aussi bien les “ nœuds ” de savoirs que le type de tuteur impliqué. Les perspectives suscitées par la mise en œuvre de ce tutorat proactif sont présentées en fin d'article.
Mots clés
e-Learning
proactivity
tutoring
pedagogic relations
experimentations
Education—Data processing ; Computer-assisted instruction ; Distance education
Information and communications technology ; Educational technologies ; Distance education
Education/ Computer-assisted education ; Education/ Distance education