Recent publications in the field of e-learning highlight the importance of the "moderator's" approach to developing students' online learning. They identify that the major challenges for online teachers arise from the diversity of roles which moderators are required to undertake. However, little is reported about the roles e-moderators actually adopt in different learning contexts, and how these range between 'teaching' and 'facilitating'. This research, in the naturalistic setting of online discussions, focused on the ways in which four different e-moderators in higher education approached online learning with students.

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In Initial Teacher Training (ITT), one of the technologies rapidly being adopted to support the development of trainee teachers is the e-portfolio. Research into successful use of e-portfolios beyond their function as a repository has been scanty to date. The purpose of the current study was to extend the boundaries of understanding of e-portfolios beyond this function. This was undertaken through two in-depth case studies where e-portfolios were used as a pedagogical tool intended to support the development of reflective practice on a one year postgraduate ITT course, during two years of investigation in one university A mixed-methods approach was adopted to capture the richness of participants’ self reports of their experiences, statistical data regarding interactions on the e-portfolios and analysis of reflective writing. Data were collected and analysed from questionnaires, student and tutor interviews and interactions with the e-portfolio together with analysis of the content of reflective e-journals, with a special emphasis on the place and depth of reflection. What emerged was a rich contextual understanding of e-portfolio use by trainee teachers and tutors and the problematic nature of conceptualising and assessing reflective thinking, together with the extent to which the development and depth of their reflective thinking had been supported by e-portfolio use. The results confirm previous concerns related to the training requirements of users and also the time needed for students and tutors to engage in interactions. Further they imply that the prerequisites of successful use of e-portfolios, as a pedagogical tool, to support the development of reflective thinking include common agreement about what constitutes reflection and reflective thinking embedded within a strong, rigorous and well theorised conceptualisation of course structure and content. Implied also is the need for a well understood and transparent framework to assess the depth of reflective thinking that should complement the competencies that underpin Standards, and support the professional development of teachers.

Etant donné que dans les environnements universitaires d’enseignement et d’apprentissage à distance, le tuteur, dans son activité de perception, a des difficultés à détecter les stratégies cognitives à l’origine d’un blocage, ce qui nécessite une instrumentation spécifique pour visualiser l’activité cognitive de l’apprenant dans son parcours d’apprentissage médiatisé, notre problématique de recherche a pour finalité d’instrumenter le tuteur distant pour que cet acteur, d’une formation hybride sur la plateforme UMTICE, puisse identifier les stratégies cognitives en compréhension écrite de l’apprenant singulier de FLE. Cette problématique de recherche donne lieu à deux hypothèses de recherche visant pour la première la conception d'une typologie théorique des habiletés cognitives afin de nommer les stratégies cognitives que pourrait utiliser cet apprenant lors de la réalisation de tâches de compréhension écrite et pour la seconde à nuancer l'emploi de notre instrument par le tuteur distant dans sa fonction d'identification perceptivo-cognitive lors de l'expérimentation qui s'est déroulée dans un cours particulier du CIEF de l'Université Lumière Lyon 2. / A Given that in his perception activities in university Online teaching and learning environments, the tutor has difficulty in detecting cognitive strategies that cause a blockage and which requires specific instrumentation for visualize the cognitive activity of the learner in his mediated learning path, our research objective is to instrument an On-line tutor for this actor with hybrid training on the UMTICE platform that can identify the cognitive strategies in the individual French as Foreign Language learner’s written comprehension. This research problem gives rise to two research hypotheses, first for the design of a theoretical typology of cognitive abilities in order to name the cognitive strategies that this learner could use when performing written comprehension tasks, and second to qualify the use of our tool by the On-line tutor in his perceptual cognitive identification function during the experiment that took place in a particular course at the CIEF of University Lumière Lyon 2.