Parce qu’elle est intimement liée à l’action professionnelle (Schön, 1983), la pratique réflexive est souvent associée aux stages d’enseignement qui ponctuent la formation initiale des maîtres. Parmi les dispositifs de soutien à la pratique réflexive en stage d’enseignement, l’interaction en ligne semble particulièrement pertinente dans la mesure où : (1) elle permet de répondre à la dispersion géographique des enseignants-stagiaires (Karsenti, Lepage et Gervais, 2002) ; (2) elle couvre un potentiel sociocognitif (Depover, Karsenti et Komis, 2007) susceptible d’être mis au profit du développement de la pratique réflexive. Pourtant le rapport entre l’interaction en ligne et la pratique réflexive, bien qu’il semble positivement perçu lorsqu’il est évoqué (Barnett, 2002 ; Zhao et Rop, 2001), reste toutefois peu abordé dans la littérature scientifique et peu problématisé au niveau théorique. Or ce rapport pose question dans la mesure où la pratique réflexive réfère à un processus intra-personnel alors que l’interaction en ligne est inter-personnelle par définition. Ce paradoxe apparent est à l’origine de la présente recherche, dont l’objectif général consiste à mieux comprendre le rapport entre la pratique réflexive et l’interaction en ligne en stage d’enseignement. En vue de répondre à cet objectif, nous présentons le cadre conceptuel de la pratique réflexive interactionnelle, lequel a été élaboré par un arrimage de la théorique de la médiation sémiotique (Vygotsky, 1962) à la pratique réflexive (Schön, 1983). La méthodologie mixte à dominante qualitative pour laquelle nous avons opté a inclus la participation de trois groupes d’enseignants-stagiaires de quatrième année en enseignement secondaire (N=34) et leurs superviseurs respectifs (N=3). Puisqu’il s’agit d’une thèse par articles, les résultats obtenus auprès des trois groupes d’enseignants-stagiaires sont présentés dans trois articles distincts. Le premier d’entre eux s’attache à examiner comment la pratique réflexive se construit dans l’interaction en ligne des enseignants-stagiaires. Les résultats empiriques auxquels il donne lieu indiquent que deux types d’interaction (interaction inter-personnelle et interaction intra-personnelle) semblent intervenir conjointement dans le processus réflexif des enseignants-stagiaires. Dès lors, nous sommes amené à proposer une bonification du cadre conceptuel de la pratique réflexive interactionnelle en passant d’un mouvement circulaire du processus réflexif à un mouvement binaire. Ayant ainsi précisé le processus réflexif propre à la pratique réflexive interactionnelle, l’article 2 vise à établir les limites de cette dernière et à en déduire les conditions d’efficacité, dans la perspective de son opérationnalisation en contexte de stage d’enseignement. Quatre types de limites sont identifiés (limites académiques, sociales, développementales et interactionnelles). Ils donnent lieu à certaines conditions d’efficacité, ce qui permet de compléter le cadre conceptuel de la pratique réflexive interactionnelle par des considérations liées à son opérationnalisation en stage d’enseignement. Enfin, l’article 3 a pour but de déterminer le rôle de l’interaction en ligne pour la pratique réflexive des enseignants-stagiaires. Il s’agit donc de « confronter » l’interaction en ligne à d’autres soutiens à la pratique réflexive des enseignants-stagiaires, en vue de déterminer sa place. Il en ressort que l’interaction en ligne semble jouer un rôle secondaire mais néanmoins positif, tant pour la pratique réflexive des enseignants-stagiaires que pour d’autres dimensions du stage d’enseignement tels que la dimension sociale ou la dimension psychologique et émotionnelle. Finalement, des recommandations à l’intention du milieu de formation et des pistes de recherches futures sont offertes en conclusion. / Since it is tightly linked to professional action (Schön, 1983), reflective practice is commonly associated with teaching internships that generally punctuate initial teacher training programs in North America. Among the devices supporting reflective practice during teaching internships, online interactions seem particularly relevant since: (1) they help overcome the geographic scattering of student teachers (Karsenti, Lepage and Gervais, 2002); (2) they have a sociocognitive potential (Depover, Karsenti and Komis, 2007), likely to contribute to reflective practice development. However, the relationship between online interaction and reflective practice, even though it looks positive when mentioned, remains hardly addressed in the scientific literature and little problematized at the theoretical level. Yet, this relationship raises questions since reflective practice refers to an intrapersonal process whereas online interaction is, by definition, interpersonal. This apparent paradox instigated this research. The general objective is to better understand the relationship between reflective practice and online interactions during teaching internships of student teachers. To achieve this objective, we present the conceptual framework of interactional reflective practice developed through the association of semiotic mediation (Vygotsky, 1962) with reflective practice (Schön, 1983). The mixed-methodology that we have chosen, though qualitatively prevalent, included the participation of three student teachers groups in the forth year of secondary teaching (N=34) and their academic, university supervisors. We decided that the results obtained from the three student teachers groups ought to be presented in three separate research articles (chapters 6, 7 and 8). The first one aims at examining how reflective practice is built through student teachers’ online interaction. The empirical results indicate that two types of interactions (interpersonal interaction and intrapersonal interaction) seem to intervene jointly in student teachers’ reflective process. Consequently, we improved the conceptual framework of interactional reflective practice by moving from a circular movement of the reflective process to a more binary-like movement. After having refined the conceptual framework of interactional reflective practice in the article 1, the second article aims at establishing its limits and success factors. In doing so, we aimed at informing its implementation in teaching internships. Four types of limits were identified (academic, social, developmental and interactional limits). They lead to four success factors, which leads us up to complete the conceptual framework of interactional reflective practice. Finally, the third article aims at determining the role of online interaction for student teachers’ reflective practice. In other words, this meant “confronting” online interaction with other devices supporting student teachers’ reflective practice in order to better understand its role. It appears that online interactions seem to have a secondary but nevertheless positive role for student teachers’ reflective practice but also for other aspects of teaching practicum, such as social, psychological and emotional aspects. We finish by suggesting some recommendations aimed at initial teacher training stakeholders, as well as future research perspectives.

Parce qu’elle est intimement liée à l’action professionnelle (Schön, 1983), la pratique réflexive est souvent associée aux stages d’enseignement qui ponctuent la formation initiale des maîtres. Parmi les dispositifs de soutien à la pratique réflexive en stage d’enseignement, l’interaction en ligne semble particulièrement pertinente dans la mesure où : (1) elle permet de répondre à la dispersion géographique des enseignants-stagiaires (Karsenti, Lepage et Gervais, 2002) ; (2) elle couvre un potentiel sociocognitif (Depover, Karsenti et Komis, 2007) susceptible d’être mis au profit du développement de la pratique réflexive. Pourtant le rapport entre l’interaction en ligne et la pratique réflexive, bien qu’il semble positivement perçu lorsqu’il est évoqué (Barnett, 2002 ; Zhao et Rop, 2001), reste toutefois peu abordé dans la littérature scientifique et peu problématisé au niveau théorique. Or ce rapport pose question dans la mesure où la pratique réflexive réfère à un processus intra-personnel alors que l’interaction en ligne est inter-personnelle par définition. Ce paradoxe apparent est à l’origine de la présente recherche, dont l’objectif général consiste à mieux comprendre le rapport entre la pratique réflexive et l’interaction en ligne en stage d’enseignement. En vue de répondre à cet objectif, nous présentons le cadre conceptuel de la pratique réflexive interactionnelle, lequel a été élaboré par un arrimage de la théorique de la médiation sémiotique (Vygotsky, 1962) à la pratique réflexive (Schön, 1983). La méthodologie mixte à dominante qualitative pour laquelle nous avons opté a inclus la participation de trois groupes d’enseignants-stagiaires de quatrième année en enseignement secondaire (N=34) et leurs superviseurs respectifs (N=3). Puisqu’il s’agit d’une thèse par articles, les résultats obtenus auprès des trois groupes d’enseignants-stagiaires sont présentés dans trois articles distincts. Le premier d’entre eux s’attache à examiner comment la pratique réflexive se construit dans l’interaction en ligne des enseignants-stagiaires. Les résultats empiriques auxquels il donne lieu indiquent que deux types d’interaction (interaction inter-personnelle et interaction intra-personnelle) semblent intervenir conjointement dans le processus réflexif des enseignants-stagiaires. Dès lors, nous sommes amené à proposer une bonification du cadre conceptuel de la pratique réflexive interactionnelle en passant d’un mouvement circulaire du processus réflexif à un mouvement binaire. Ayant ainsi précisé le processus réflexif propre à la pratique réflexive interactionnelle, l’article 2 vise à établir les limites de cette dernière et à en déduire les conditions d’efficacité, dans la perspective de son opérationnalisation en contexte de stage d’enseignement. Quatre types de limites sont identifiés (limites académiques, sociales, développementales et interactionnelles). Ils donnent lieu à certaines conditions d’efficacité, ce qui permet de compléter le cadre conceptuel de la pratique réflexive interactionnelle par des considérations liées à son opérationnalisation en stage d’enseignement. Enfin, l’article 3 a pour but de déterminer le rôle de l’interaction en ligne pour la pratique réflexive des enseignants-stagiaires. Il s’agit donc de « confronter » l’interaction en ligne à d’autres soutiens à la pratique réflexive des enseignants-stagiaires, en vue de déterminer sa place. Il en ressort que l’interaction en ligne semble jouer un rôle secondaire mais néanmoins positif, tant pour la pratique réflexive des enseignants-stagiaires que pour d’autres dimensions du stage d’enseignement tels que la dimension sociale ou la dimension psychologique et émotionnelle. Finalement, des recommandations à l’intention du milieu de formation et des pistes de recherches futures sont offertes en conclusion. / Since it is tightly linked to professional action (Schön, 1983), reflective practice is commonly associated with teaching internships that generally punctuate initial teacher training programs in North America. Among the devices supporting reflective practice during teaching internships, online interactions seem particularly relevant since: (1) they help overcome the geographic scattering of student teachers (Karsenti, Lepage and Gervais, 2002); (2) they have a sociocognitive potential (Depover, Karsenti and Komis, 2007), likely to contribute to reflective practice development. However, the relationship between online interaction and reflective practice, even though it looks positive when mentioned, remains hardly addressed in the scientific literature and little problematized at the theoretical level. Yet, this relationship raises questions since reflective practice refers to an intrapersonal process whereas online interaction is, by definition, interpersonal. This apparent paradox instigated this research. The general objective is to better understand the relationship between reflective practice and online interactions during teaching internships of student teachers. To achieve this objective, we present the conceptual framework of interactional reflective practice developed through the association of semiotic mediation (Vygotsky, 1962) with reflective practice (Schön, 1983). The mixed-methodology that we have chosen, though qualitatively prevalent, included the participation of three student teachers groups in the forth year of secondary teaching (N=34) and their academic, university supervisors. We decided that the results obtained from the three student teachers groups ought to be presented in three separate research articles (chapters 6, 7 and 8). The first one aims at examining how reflective practice is built through student teachers’ online interaction. The empirical results indicate that two types of interactions (interpersonal interaction and intrapersonal interaction) seem to intervene jointly in student teachers’ reflective process. Consequently, we improved the conceptual framework of interactional reflective practice by moving from a circular movement of the reflective process to a more binary-like movement. After having refined the conceptual framework of interactional reflective practice in the article 1, the second article aims at establishing its limits and success factors. In doing so, we aimed at informing its implementation in teaching internships. Four types of limits were identified (academic, social, developmental and interactional limits). They lead to four success factors, which leads us up to complete the conceptual framework of interactional reflective practice. Finally, the third article aims at determining the role of online interaction for student teachers’ reflective practice. In other words, this meant “confronting” online interaction with other devices supporting student teachers’ reflective practice in order to better understand its role. It appears that online interactions seem to have a secondary but nevertheless positive role for student teachers’ reflective practice but also for other aspects of teaching practicum, such as social, psychological and emotional aspects. We finish by suggesting some recommendations aimed at initial teacher training stakeholders, as well as future research perspectives.

SILVA, Andréia Turolo da. Affordances e restrições na interação interpessoal escrita online durante a aprendizagem de inglês como língua estrangeira. 2015. 526f. – Tese (Doutorado) – Universidade Federal do Ceará, Departamento de Letras Vernáculas, Programa de Pós-graduação em Linguística, Fortaleza (CE), 2015. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-02-01T15:04:26Z No. of bitstreams: 1 2015_tese_atsilva.pdf: 5713987 bytes, checksum: d7c70673ec336aaa968c84b8de5dbbba (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2016-02-03T14:17:29Z (GMT) No. of bitstreams: 1 2015_tese_atsilva.pdf: 5713987 bytes, checksum: d7c70673ec336aaa968c84b8de5dbbba (MD5) / Made available in DSpace on 2016-02-03T14:17:29Z (GMT). No. of bitstreams: 1 2015_tese_atsilva.pdf: 5713987 bytes, checksum: d7c70673ec336aaa968c84b8de5dbbba (MD5) Previous issue date: 2015 / The processes of foreign language learning and teaching in distance education have conquered increasing space in both course offerings in this educational mode and in applied linguistics research agendas driven by the interest in understanding how the continuous technological and scientific progress impact methodologies and practices of teaching and learning languages (PAIVA, 1999, 2010 2011). Inserted in this universe, the context of this research was one course of English teacher education (Letras), through distance education, offered for municipalities located in the countryside of the state of Ceara, Brazil. Due to various technological and environmental constraints present in this scenario, the online interpersonal interaction in the virtual learning environment was realized predominantly in the written mode. Text-based Computer-Mediated Communication (CMC) presents several constraints on interactants because of its visually-reduced mode. On the other hand, text-based CMC presents different features, which help to sustain the interaction and can promote language learning (WARSCHAUER, 1998; CHAPELLE, 2001, 2003; FELIX, 2003; WHITE, 2003; LEVY & STOCKWELL, 2006; LAMY & HAMPEL, 2007). In this context, the main objective of this research, characterized as qualitative-complex research (SILVERMAN, 2000), was to describe the mechanisms of engagement with the affordances that helped to sustain the text-based interpersonal interactions in a virtual learning environment where English was learned as a foreign language, specifically in discussion forums and chats. The notion of affordance, which came from ecological psychology (GIBSON, 1986), was discussed in this work according to three dimensions: (i) the environmental dimension, (ii) the technological dimension, both of them with contributions by Lamy & Hampel (2007) and Rama et al. (2012), mainly, and (iii) the linguistic dimension, associating a linguistics pragmatics theory about contextualization cues to the latter (GUMPERZ, 1982; GREENO, 1994). The complexity theory offered subsidies to study text-based interpersonal interactions in forums and chats as complex systems in which factors interacted and were perceived as affordances or as constraints to the engagement during the interactional trajectories (LARSEN-FREEMAN & CAMERON, 2008), as well as helped to preserve the notion of affordance as a resonance between an individual and what they can perceive as useful for engagement in the environment, which avoids the objective-subjetive dichotomy. In order to study perception, data-stimulated interviews were conducted with participants as a form of context reconstruction. The findings showed antagonistic sides of affordances: what was perceived as affordances by some of the participants, others could perceive as constraint, such as the chronemics in the chats and forums analyzed. Technological and linguistic affordances contributed to the construction of presence in the environment, helping participants to project both individual and group identities, and the learning community identity (LAVE & WENGER, 1991; WHITE, 2003), which, in turn, was an environmental affordance to build a sense of confidence and trust to engage in the interactions. Finally, it was possible to verify that affordances could be mediated by the teachers. / Os processos de ensino e aprendizagem de línguas estrangeiras por meio da educação a distância vêm conquistando cada vez mais espaço tanto nas ofertas de cursos nessa modalidade, quanto nas agendas de pesquisa em linguística aplicada movidas pelo interesse em compreender como o contínuo avanço tecnológico e científico impactam as metodologias e as práticas de ensino e aprendizagem de línguas (PAIVA, 1999, 2010, 2011). Inserido nesse universo, o contexto desta pesquisa foi um curso de letras-inglês na modalidade a distância ofertado para pólos do interior do estado do Ceará. Devido às várias restrições tecnológicas e ambientais presentes nesse cenário, prevalecia a forma de interação interpessoal online no modo escrito dentro do ambiente virtual de aprendizagem pesquisado. A comunicação mediada pelo computador (CMC) escrita apresenta várias restrições aos interagentes devido ao modo visual reduzido. Por outro lado, a CMC escrita apresenta recursos diferenciados que ajudam a sustentar a interação e que podem favorecer a aprendizagem de línguas (WARSCHAUER, 1998; CHAPELLE, 2001, 2003; FELIX, 2003; WHITE, 2003; LEVY & STOCKWELL, 2006; LAMY & HAMPEL, 2007). Nesse âmbito, o objetivo principal desta pesquisa, caracterizada como qualitativa complexa (SILVERMAN, 2000), foi descrever os mecanismos de engajamento com affordances que ajudam a sustentar a interação interpessoal escrita em um ambiente virtual de aprendizagem de inglês como língua estrangeira, especificamente nos fóruns de discussão e nos chats. A noção de affordance, oriunda da psicologia ecológica (GIBSON, 1986), foi discutida neste trabalho em três dimensões: (i) a ambiental, (ii) a tecnológica, estas duas a partir das contribuições de Lamy & Hampel (2007) e Rama et al. (2012), principalmente, e (iii) a linguística, associando a esta última uma teoria pragmática sobre pistas de contextualização (GUMPERZ, 1982; GREENO, 1994). Buscando preservar a noção de affordance como uma ressonância do indivíduo com o que percebe como útil para agir no ambiente, que rompe com a dicotomia objetivo-subjetivo, a teoria da complexidade forneceu subsídios teórico-metodológicos para investigar as interações interpessoais escritas nos fóruns e nos chats como sistemas adaptativos complexos em que fatores interagiam e eram percebidos como affordances ou como restrições para o engajamento durante as trajetórias das interações (LARSEN-FREEMAN & CAMERON, 2008). Para estudar a percepção, foram também realizadas entrevistas motivadas pelos dados das interações analisadas como forma de reconstrução de contexto. As descobertas mostraram lados antagônicos dos affordances: o que era percebido por alguns como um favorecimento, para outros era uma restrição, como foi o caso da cronêmica nos chats e nos fóruns. Affordances tecnológicos e linguísticos contribuíram para a construção da presença no ambiente, da projeção das identidades individuais e de grupo, de uma comunidade de aprendizagem (LAVE & WENGER, 1991; WHITE, 2003), que, por sua vez, foi um affordance ambiental para o sentimento de confiança e segurança no engajamento nas interações. Evidenciou-se, por fim, que os affordances podem ser mediados pelo professor.

In recent years there has been a marked shift from face-to-face communication to computer-mediated communication. This shift has also led to changes in the way families communicate as, more often than ever, social media sites are becoming a primary means of communication for a number of groups. The relationship between family communication patterns and offline interaction has long been studied. However, there is a marked scarcity in research examining the relationship between family communication patterns and online interaction. Data collected from a group-administered survey of 246 undergraduate students was used to examine eleven hypotheses related to family communication patterns, self-esteem, social media use, and online/offline family interaction. Family communication patterns were labeled as either high conversation-orientation or high conformity-orientation. Existing research suggests that these communication patterns are inversely related and a correlation analysis in this study supports this notion. The results indicate that there is a positive correlation between high conversation-orientation families and both online and offline family interaction as well as measures of self-esteem. Additionally, the results indicate that there is a negative correlation between high conformity-orientation families and offline family interaction. No significant correlations were found between high conformity-orientation families and either self-esteem or online family interaction. Future research should consider motivations behind actions as this may significantly impact how respondents view and evaluate their interaction patterns.

Many Social Networking Sites have come and gone over the past decade, but Facebook continues to grow in popularity. Facebook is designed to connect people to one another through virtual networks of “friends” where members participate in the presentation of self virtually- through profile creation, maintenance, and exchanges of content. Social Networking Sites create a location for identity formation and projection that is similar, yet distinct, from face-to-face interactions. Facebook offers a unique avenue for people to control their presentation of self, while maintaining reflexive features. This study this study explores the notion of a particular “Facebook role” while specifically addressing front stage projections in relation to backstage information and the resulting differences in identity. In effect, people are “themselves” on Facebook, just a consistently “good” version of themselves.

Les Technologies de l’Information et de la Communication (TIC) font désormais partie du paysage de nombreux établissements d’enseignement supérieur, secondaire et même primaire en Afrique. Les avantages pour l’Institution, l’enseignant et l’apprenant sont avérés (Mvoto Meyong, 2010). Cependant les expériences, à l’échelle des établissements de formation, sont encore peu nombreuses et peu concluantes. Cette thèse porte sur l’intégration des TIC dans un cours de français pour anglophones à l’université de Buéa au Cameroun. Le cours traditionnel, dans sa version uniquement présentiel en classe, se déroule dans un contexte limitant fortement la satisfaction d’objectifs pédagogiques essentiels. En effet, les effectifs pléthoriques, le peu de temps alloué à la formation, l’hétérogénéité des groupes d’apprenants font que les compétences de production ainsi que les compétences en interaction des intéressés ne peuvent être développées. En réponse à cet existant, cette thèse, de type recherche-action, présente un dispositif hybride articulant travail en classe et dans le centre technologique de l’université. Là sont offertes des activités de communication en petits groupes dans une modalité quasi-synchrone. Cette modalité, peu souvent étudiée dans la littérature de recherche, offre une alternative réaliste aux environnements synchrones peu fiables, compte tenu de l’état des réseaux et de l’Internet dans cette partie du monde. Afin d’étudier si ce nouveau dispositif de formation permet de dépasser les difficultés évoquées et de faciliter l’apprentissage, je l’ai déployé deux années successives, en l’entourant d’un protocole de recherche. Les données recueillies m’ont permis d’analyser les interactions, de mettre en évidence les traces d’apprentissage. Mais cette double expérimentation apporte aussi un nouvel éclairage au travers de l’analyse des obstacles qui ont handicapé la mise en œuvre du dispositif technopédagogique. Je questionne le modèle d’intégration des TIC qui traditionnellement concentre toutes les ressources en un seul endroit, sans tenir compte des contextes technologiquement limités. J’esquisse une voie alternative destinée, grâce à l’apprentissage mobile, à intégrer les TIC dans des dispositifs de formation de langues et un contexte technologique proches de notre situation prototypique. / Information and Communication Technologies are now part of the life of many institutions of higher education, secondary education and even primary education. The benefits for these institutions, as well as for teachers and learners are established. However, there are very few cases of experiments carried out in learning Institutions with positive results. This thesis is about integrating ICTs into a French course in the Anglo-Saxon university of Buea in Cameroon. The context in which the course is taught in classrooms makes it difficult for the objectives to be met. Because of the large class size, the little time allocated to the course and the heterogeneous nature of students’ language levels, speaking, writing and interactional skills are not worked out in class. This action research thesis sets out to propose a blended learning set-up that hinges around the university IT Centre. Online classes are articulated with classroom sessions. Thus, students have the opportunity to involve in small groups, in communicative activities and in quasi synchronous mode. These communication modality, very often less studied by CMC researchers, is an efficient alternative to synchronous communication and environments that are very much reliable as far as internet quality is concerned in that part of the world. The general question that has driven the research is: How can a technology instrumented approach help in overcoming difficulties and ease learning? To answer that question, two technology based experiences were carried out. They were guided by a research protocol. Data collected enable me to analyse interactions and determine traces of language acquisition. From the circumstances surrounding the experiments, it is discovered that there are a number of obstacles to the integration of ICT in “low tech context” like that which is studied. The technology-based stet-up pattern is then questioned. This research work goes further to propose mobile learning as an alternative to the ICT integration model that concentrates all the resources in a single location.

This study focuses on how gay men communicate on the Grindr dating app. Prior research has been conducted on how gay men construct their online identities, however, few studies explore how gay men experience interactions online, negotiate their relationships with other men online, and perceive other users. The researcher conducted in-depth interviews with 20 men who use the Grinder app, a location-based dating app used by men who have sex with men. Additional data were collected by observing user profiles on the app, which is free and public. This comprehensive, qualitative study of gay men who use Grindr provides insights into identity construction, communication tactics, and users’ feelings about their encounters on the app.

The present study investigates how the levels of digital literacy interfere in the online interactions in forums of discussion. It has as objective to describe the characteristics of the forum of discussion and the necessary abilities to interact qualitatively in these. It categorizes the levels of digital literacy in forums of discussion from the domination of necessary abilities for the use of this interface of online interaction. It uses the virtual ethnography methodological approach, going deeper into the theoretical discussions about the studies on digital literacy, interactions in the online education and forum of discussion. It analyzes the levels of digital literacy presented by the course attendees in the forums developed during the Program of Continued Formation in Medias on Education, the course attendees materials of study (modules) which had subsidized the reflections proposed in the forums and the collected data with the application of a questionnaire with the course attendees delimited in the sample. The study it indicates that the digital literacy implies on the composition of new digital genders and of new events and literacy practices; that the online education gets potential by the use of interfaces and interactive environments; and that the forum as a space of interaction is marked by the dialog and by the collaborative learning. The analysis of the data allows to conclude that the level of digital literacy of the cursista intervenes with the dynamics and the quality of its interaction in the forums of discussion, in way that how much bigger it will be its digital literacy, more excellent will be its interventions. / O estudo investiga como os níveis de letramento digital interferem nas interações online em fórum de discussão. Tem como objetivo descrever as características do fórum de discussão e as habilidades necessárias para interagir nestes qualitativamente. Categoriza os níveis de letramento digital em fórum de discussão, a partir do domínio de habilidades necessárias para o uso desta interface de interação online. Utiliza a abordagem metodológica de etnografia virtual, aprofundando as discussões teóricas acerca dos estudos sobre letramento digital, interações na educação online e fórum de discussão. Analisa os níveis de letramento digital apresentados pelos cursistas nos fóruns desenvolvidos ao longo do Programa, os materiais de estudo dos cursistas (módulos) que subsidiaram as reflexões propostas nos fóruns e os dados coletados com a aplicação de questionário com os cursistas delimitados na amostra. O estudo indica que o letramento digital implica na composição de novos gêneros digitais e de novos eventos e práticas de letramento; que a educação online é potencializada pelo uso de interfaces e ambientes interativos e que o fórum como espaço de interação é marcado pelo diálogo e pela aprendizagem colaborativa. A análise dos dados permite concluir que o nível de letramento digital do cursista interfere na dinâmica e na qualidade de sua interação nos fóruns de discussão, de modo que quanto maior for seu letramento digital, mais relevante serão suas intervenções.

Esta pesquisa aborda a motivação para aprender música em ambientes de aprendizagem virtual sob uma perspectiva teórica sociocognitiva da motivação. Tem como objetivo geral investigar os processos motivacionais de estudantes em interações online, em aulas de violão a distância, no curso de Licenciatura em Música da Universidade do Estado do Rio Grande do Norte (UERN), com base na Teoria da Autodeterminação (RYAN; DECI, 2004; DECI; RYAN, 2008a). E como objetivos específicos analisar as percepções de satisfação das necessidades de autonomia, competência e pertencimento dos estudantes nas interações online; identificar a qualidade motivacional dos estudantes para aprender violão em interações online; discutir influências socioambientais sobre a motivação de estudantes; verificar as manifestações das necessidades psicológicas básicas em interações síncronas e assíncronas e destacar as ferramentas de interações online que auxiliaram no processo educacional a distância. A metodologia utilizada neste estudo foi a pesquisa-ação integral (MORIN A., 2004). Os dados analisados foram coletados por meio de observação participante, entrevistas semiestruturadas, filmagens das interações realizadas nas videoconferências e registros de diálogos em fóruns síncronos e assíncronos. Os resultados apontaram que a principal motivação dos estudantes não era a intrínseca. Em vez disso, a motivação foi considerada complexa, multifacetada e sensível a determinadas situações. As interações síncronas e assíncronas, da forma complexa e complementar proposta nesse estudo, puderam suprir as necessidades psicológicas básicas dos estudantes, bem como possibilitar uma alternativa viável e efetiva para a formação musical desses estudantes. / This research approaches the motivation in learning music in virtual learning environments under the sociocognitive theoretical perspective of motivation. The research aims, as general objective, to investigate the students’ motivational processes in online interaction in guitar classes through distance education in the Degree in Music at the State University of Rio Grande of Norte (UERN), based on the Self-Determination Theory (RYAN; DECI, 2004; RYAN; DECI, 2006). The specific objectives sought to analyze the perceptions satisfaction of the needs for autonomy, competence and belonging of students in online interaction; to identify the quality motivational of the students in those online interactions; to discuss the environmental influences on the students’ motivation, to verify the manifestations of basic psychological needs for synchronous and asynchronous interactions, and to highlight the tools that helped the online interactions in a distance education process. The methodology used on this study was the educational action-research (MORIN, 2004). The analyzed data were collected through participant observation, semi structured interviews, footage of the interactions made in videoconferencing and conversation records in synchronous and asynchronous forums. The results show that the major motivation of the students was not intrinsic. Instead, the motivation was considered complex, multifaceted and sensitive in determined situations. The synchronous and asynchronous interactions, in the complex and complementary way proposed in this study, could provision the basic psychological needs of the students, as well as, enable a viable and effective alternative to the musical education of these students.

Cette recherche a pour objet l'intégration des Technologies de l'Information et de la Communication (TIC) dans la didactique du Français Langue Étrangère en général et dans la formation initiale des enseignants de manière spécifique. Notre travail s'interroge sur l'apport réel du projet le « Français en (1ère) Ligne » à la formation des étudiants de Master FLE de l'université de Grenoble 3. En effet, ce projet les met dans une situation d'apprentissage actif où ils seront amenés à concevoir des activités pédagogiques et à accompagner des apprenants.Notre cadre conceptuel, résolument pluridisciplinaire, fait appel à des bases théoriques en didactique des langues, en analyse des interactions, en sciences de l'éducation, en formation des adultes et en technologies pédagogiques. L'objectif général de la recherche consiste à mieux comprendre le fonctionnement d'une approche active pour la formation aux TIC de futurs enseignants en didactique du FLE et à en évaluer les apports.Nos analyses se déclinent en trois points : le premier consiste à examiner comment les étudiants s'organisent pour concevoir des tâches en ligne et à analyser les activités produites ; le deuxième a pour but d'identifier la construction d'une relation pédagogique en ligne et la pratique de la fonction de tuteur; le troisième vise à déterminer le rôle de l'enseignante partenaire dans la formation des étudiants. Pour cela, adoptant une démarche ethnographique, nous avons récolté plusieurs types et genres de données que nous croisons pour répondre à nos questions de recherche. Les résultats obtenus pour chaque objectif spécifique nous renseigneront de façon complémentaire sur l'objectif général en nous permettant de définir les compétences professionnelles acquises.Cette étude a deux visées : d'une part une visée descriptive, analysant les tâches et les échanges en ligne afin de mieux comprendre les actions des participants, les relations qu'ils construisent entre eux et les compétences qu'ils acquièrent. D'autre part, cette thèse a aussi une visée praxéologique. En effet, la description nous permet de réaliser une modélisation de certaines variables de ce projet. Nous pointons divers facteurs d'efficacité en ce qui concerne la formation des enseignants aux TICE et l'utilisation de celles-ci dans la didactique des langues. Ces éléments nous permettront de mettre en place des recherches-actions. / This research focuses on the integration of Information and Communication Technology (ICT) in teaching French as a Foreign Language in general and in the initial training of teachers in specific areas. Our work examines the real contribution of the project "le Français en (1ère) Ligne" (F1L) on the training of FFL Master students from the University of Grenoble 3.This project puts them in a situation of active learning where they will be able to develop educational activities and support learners.Our conceptual framework, which is strongly multidisciplinary, draws on theoretical foundations in language teaching, interaction analysis, education science, adult education and learning technology. The overall objective of the research is to better understand the role of an active approach to ICT training for FFL teachers and evaluate the contributions. Our analyses are divided into three points. Firstly, we will examine how students organize themselves to develop online tasks and analyze the activities produced. Secondly we will show how to identify building a pedagogical relationship online and practicing as a tutor. Thirdly, we will determine the role of the associated teacher in training students. To do so, through an ethnographic approach, we collected several types and kinds of data that we crossed to answer our research questions. The results will give us more information on the main objective and will allow us to define the professional skills acquired.This study has two goals: firstly, a descriptive one, analyzing tasks and online interaction to better understand the actions of participants, as well as the relationships they build between themselves and the skills they acquire. Moreover, this thesis has a praxeological aim. The description allows us to produce a model of some of the variables in this project. We point out various factors of efficiency in terms of teacher training in ICT and their use in language teaching. These elements will allow us to implement action research.