Cette recherche porte sur les activités autodidaxiques soutenue par les TNIC. En s’inscrivantdans le domaine du sociocognitivisme, nous nous intéressons en particulier au cas des Assistants Boursier Syriens (ABS) souhaitant apprendre le français pour faire leurs études supérieures en France. En cernant les activités et les usages des artefacts numériques dans le processus d’apprentissage, nous nous appliquerons par une étude des actions, des pratiques et des discours produits par les acteurs impliqués (apprenants et enseignants) mais aussi des interfaces des produits concernés , à comprendre en quoi l’usage d’une telle méthodologie facilite l’autodidaxie des langues étrangères et particulièrement celle du FLE. Cette étude a pour objectifs de voir comment, à travers les interactions Homme-Ordinateur, s’illustrent les usages effectifs des artefacts numériques. Afin de mieux comprendre la façon dont les usagers appréhendent les artefacts consultés, nous décrivons, au recours à la scénarisation, comment ils gèrent leur environnement d’apprentissage et construisent les trajectoires individuelles. Nous nous attachons à observer et à analyser avec les outils de l’ethnographie de la communication (observation et entretiens) les usages effectifs, les pratiques ainsi que les activités produites par les différents acteurs impliqués. Cette démarche nous permet de réaliser un corpus complexe de réponses écrites au questionnaire de pré-enquête, d’enregistrements audiovisuels de situations réelles d’autodidaxie et audio d’entretiens. Ces données nous ont permis de déterminer les conditions de construction de l’environnement de travail ainsi que les facteurs influençant les trajectoires autodidaxiques. En s’inscrivant dans une approche socio -cognitive d’autodidaxie et centrée sur le scénario, nous proposons des solutions pour améliorer la conception et la mise en place d’un environnement numérique favorisant l’autodidaxie en contexte syrien de l’enseignement/apprentissage du FLE. / This research focuses on self-study activities supported by the Digital Information and Communication Technology (DICT). By considering the field of socio-cognitivism, we are interested in the case of Syrian assistant’s fellows wishing to learn French to continue their higher education in France. In order to identify the activities and the uses of the tools of French Foreign Language (FFL) from the Digital Information and Communication Technology (DICT) in the learning process, we will apply, using the study of actions , the practices and the discourses produced by the actors involved (learners and teachers) as well as the interfaces of the products concerned to understand how the use of such methodology facilitates self-learning of foreign languages and in particularly that of the ELF. This study aims to see how, through the human-computer interaction, is show the actual uses of the digital artifacts. To better understand how they apprehend the consulted digital artifacts and construct their individual trajectories, we describe, using the screenwriting, how the involved autodidacts manage their learning environment. We observe and analyze, with the tools of ethnography of communication (observation and interviews), the uses of artifacts available online or not, the practices and activities produced by the different actors involved. This approach allows us to realize a complex corpus including written responses to the pre-survey questionnaire, audio-video records of real situations of self-education and audio interviews. These data allowed us to determine the working environment of construction conditions and the factors which influencing self-study trajectories. By entering into a socio-cognitive approach to self-education and focused on the scenario, we proposesolutions to improve the design and the implementation of a digital environment which promotes selfeducation in the Syrian context of teaching / learning of FFL.

Technology-enhanced learning environments such as blended learning and e-learning are utilised increasingly in higher education institutions with expectations of an increase in output rates and retention rates. As the demand for technology-enhanced e-learning courses increases, the pressure on lecturing staff to rise to the challenge also increases. In recent years great advances and improvements in the fields of learning and instruction were envisaged as a consequence of the application of new educational technologies. Although some of these promises have materialised it would seem that relatively few lecturers have mastered the skills and knowledge needed to integrate technology successfully into the practice of teaching and learning. The role of emotional intelligence is a significant construct which has not been adequately researched in terms of the mastering of new technologies in the e-learning and blended learning environments. The purpose of the study is to explore and describe linkages between emotional intelligence and the ability to cope with mastering new educational technologies. It is presumed that this study may contribute towards a deeper understanding of emotional intelligence as a moderator of work stress and of the stress encountered in mastering new educational technologies with subsequent coping strategies. With its contribution to this emergent body of knowledge, the significance of the study lay in the clarification of the role of emotional intelligence in mastering new educational technologies. The case study is based on the 2004 participants in the Partners@Work programme at the Department of Telematic Education at the Tshwane University of Technology. The unit of analysis provided rich and detailed data for this study. A mixed methods approach, that is, the use of both qualitative and quantitative data, assisted in crystallising the data in order to provide insight into the way participants coped with the mastering of new educational technologies. Findings from this study suggest that a number of factors influence coping strategies when attempting to master new technologies, including self-efficacy beliefs, social networking structures as a resource, the use of positive emotions, the role of the facilitator and the emotional intelligence abilities associated with coping competencies. While a number of linkages between emotional intelligence and coping strategies could be identified, the interdependency of coping strategies and emotional intelligence remains elusive. The study recommends that institutions should create a supportive organisational climate for e-learning as a support for face-to face training programmes in skills development. The provision of programme facilitators trained in coaching participants, focusing on the accomplishment of self-directed learning, assisting participants in the attainment of goals, modelling positive emotive skills, and encouraging the practice of new skills may help to realise the promise of blended learning. / Thesis (PhD)--University of Pretoria, 2008. / Curriculum Studies / unrestricted

En 1791, Condorcet place l’autodidaxie au coeur de son projet d’instruction. Il souhaite donner à chaque citoyen, et en particulier à ceux qui n’ont pas la chance de naître dans un milieu aisé, les moyens de s’instruire par soi-même. L’autodidaxie s’inscrit chez Condorcet dans une triple visée : compensatoire, émancipatoire et autonomisante. L’école doit apprendre à apprendre à se former tout au long de la vie. L’autodidaxie nécessite un apprentissage et le maître doit être un accompagnateur de ce processus. Malheureusement, son projet n’aboutit pas.Quelque deux siècles plus tard, l’autodidaxie est remise au goût du jour et invoquée comme nécessité pour s’adapter en permanence à notre société contemporaine où les savoirs sont devenus un enjeu socio-économique important et pour répondre au contexte de crise des institutions éducatives.Cette thèse est le résultat d’une expérience pédagogique menée durant six années, au collège Evire, en Haute-Savoie. Elle se propose d’explorer les effets d’une pédagogie autogestionnaire visant à favoriser une posture autodidacte chez des élèves en grande difficulté et en échec scolaire, orientés au collège en classe de SEGPA. L’autogestion est alors conçue comme un dispositif pédagogique cherchant à concrétiser les orientations de Condorcet. Cette étude de l’autodidaxie en milieu scolaire a permis de mettre en lumière les richesses et les limites d’une telle pédagogie en fonction des dispositifs institués ou instituants et des modalités d’accompagnement.Mots-clés / In 1791, Condorcet set the self-directed learning at the heart of his education project. He wishes to give every citizen, and in particular to those who are not lucky enough to be born in wealthy families, the means to educate by oneself. For Condorcet, self-directed learning has a triple aim: compensatory, emancipatory and empowering. The school must teach to learn how to educate oneself throughout life. Self-directed learning requires a learning process and the schoolmaster has to be a guide to this process. Unfortunately, his project does not succeed.Some two centuries later, the self-directed learning is being brought up to date and cited as a need to constantly adapt to contemporary society in which knowledge has become an important socio-economic issue as well as a need to respond to the crisis of educational institutions.This thesis is the outcome of an educational experiment that has been conducted for six years in Evire middle school, Haute-Savoie. It will explore the effects of self-education to promote self-taught posture among pupils who are struggling and whose counselling is targeted to secondary school SEGPA classes. Self-directed learning is conceived as an educational device embodying the guidance of Condorcet. The study of self-directed learning in schools has helped to highlight the richness and limitations of such a pedagogy depending on established or establishing plans and ways of supporting them.

The relationships between community college students’ sense of community, student self-directed learning readiness, and successful completion of online courses were investigated using a correlational research design. Rovai’s Classroom Community Scale was used to measure classroom community, and the Fisher Self-directed Learning Readiness Scale was used to measure self-directed learning readiness, including three subscales of self-management, desire for learning, and self-control. The study participants were 205 students (49 males, 156 females; 131 White, 39 Black, 15 Asian, 10 Latino, 10 Multi-racial, 1 Native American) taking online courses during a summer term at a Texas community college. The research hypotheses were tested using Pearson r correlation coefficients between each of the seven independent variables (student learning, connectedness, classroom community, self-management, desire for learning, self-control, and self-directed learning readiness) and student successful course completion data. Contrary to prior study results, no association was found between students’ sense of community in online courses and student successful course completion. Although statistically significant differences were found between successful course completion and self-management (r = .258), desire for learning (r = .162), and self-directed learning readiness (r = .184), effect sizes were small suggesting a lack of practical significance. Possible reasons for the outcome of this study differing from prior research include relatively shorter semester length (summer term) during which data were collected and relatively smaller sample size.

Professional school counselors frequently use career interest inventories as part of a comprehensive guidance program to help students create a post-secondary school plan. The present study evaluates the validity of three commonly used interest inventories, the Myers-Briggs Type Indicator, Self-Directed Search, and Strong Interest Inventory on field of study choice for graduating high school seniors (N = 616) from a large, suburban high school in Texas. Students identified their intended postsecondary field of study category, were randomly assigned using stratification to three groups, and each group completed a different inventory. Group membership was evaluated to establish covariate balance on a wide variety of indicators. Data from each group was evaluated to determine the extent to which the inventory predicted the chosen field of study, as well as Other and Undeclared categories using logistic regression models. None of the inventory models suggest that the inventory accurately predicts Other or Undeclared outcomes. For students selecting intended postsecondary fields of study, the Self Directed Search predicts such outcomes better than other measures. Professional school and career counselors should consider the SDS in addition to narrative counseling strategies to add greater precision with career decision making among clients and students.

The assertive training literature has documented the effectiveness of both behavioral and cognitive methods to increase individual's assertiveness. However, the ability for such methods to enhance the generalization of treatment effects to untrained assertive response classes and the natural environment has been poor. In addition, little notice has been paid to the durability of these changes. Although the past several years have witnessed more intensive efforts by investigators to program generalization as part of their interventions, results have continued to be disappointing. A specific generalization-enhancing treatment strategy, self-directed practice, has been utilized with much success in phobic populations. This strategy, and the theoretical orientation it reflects, has been proposed for use in assertive training. The present study sought to examine the effectiveness of this method as compared to the traditional assertive training procedures and investigate the role of self-efficacy expectations in mediating initial behavior change and its subsequent generalization.

This research study focused on the issue of access to flexible learning and the use of technology (radio and TV) to assist in the learning process. The study was aimed at measuring the influence of these technology services among grade 12 learners enrolled on distance mode at Namibia College of Open Learning (NAMCOL). The majority of distance education systems around the world have the same general structure of guiding students, which are based primarily on student-centered learning that demands a learner to work independently. Regular lecturing facilities for distance learners are only possible in scheduled workshops at study centers. These provisions are however, inconvenient since most distance learners are working people, as well as inadequate to provide the necessary educational guidance to distance learners. In situations where regular interaction between teacher and student is limited or not possible, the media plays a vital role in providing educational assistance to these learners. NAMCOL, as an institution, has embraced the concept of utilizing media to assist distance learners with programs such as Edu TV and Radio Programmes as well as Online resources. Self-directed learning theories and Malcolm Knowles's theory of Andragogy were used as the theoretical frameworks for the study. In exploring access and influence of Edu TV and radio program on the learner's self-directed learning among the grade 12 learners enrolled at distance mode at Namibian College of Open Learning (NAMCOL), the researcher employed several research strategies to measure the influence that flexible programs have on learners. The research strategies employed in the study included questionnaires and interviews, which were used to yield both qualitative and quantitative research data. The main findings of the study were that the flexible learning policy implemented by NAMCOL is proving successful in affording distance learners access to Edu TV and radio program services. All participants indicated that the lessons were informative. Furthermore, it helps learners to assume responsibility for their learning. However, additional efforts from all stakeholders are required to keep up with the ever-expanding demand for ODL platforms. The study further revealed that implementing appropriate Andragogy fostered self-directed learning. In light of the findings of the research and the Andragogy applied, even though learners have access to the Edu programs, the lack of physical and appropriate technologies can impact negatively. For example, you can be self-directed, but if there are physical constraints and challenges in the pedagogy, the learners are demotivated to be self-directed.

Dans les CRL en milieu universitaire français des moniteurs orientent leurs semblables à l’apprentissage en autonomie des langues. Ces moniteurs sont évalués lors d’un entretien, afin de remplir diverses fonctions, au sein d’une structure corrélativement récente où, face au public la mise à disposition des ressources matérielles, technologiques et humaines se réalise.Cependant, la responsabilité qui leur est confiée découle de types distincts d’interventions qui évoluent au-delà de la fonction du monitorat, plus précisément liés à la gestion et l’animation du centre. Il s’agit, dans certains cas, d’exercer une médiation de tutelle pour l’autonomisation des apprenants. Des compétences très précises unies à l'ingérence humaine puis à la gestion des ressources matérielles s’impliquent par ce profil.Malgré cette polyvalence des fonctions, les moniteurs ne reçoivent pas de formation spécifique pour exercer l’accompagnement en langue. Il en découle une proposition de formation de notre part qui mêle une analyse sur les profils, les compétences que le tuteur doit détenir pour exercer le tutorat. / In the Language Resource Labs of the French university system, monitors direct their fellows in the independent learning of languages. These monitors are assessed during an interview in order to fulfill diverse tasks, within a correlative recent structure where, the provision to the general public of the equipment as well as the technological and human resources come true. However, the responsibility which is trusted to them stems from different types of interventions which evolve beyond the function of instructing, but more precisely bound to the management and the organization of the Lab; It is a matter, in certain cases of practicing a mediation of supervision of the self-learning process of the learners. Very specific skills, along with human intervention, then the management of material resources are involved in this job profile. In spite of this functional flexibility, monitors do not receive any particular training in order to exercise this language learning support. As a result, we propose a training, which analyzes the job profile as well as the skills that the instructor must have in order to practice the instruction.

This study examines the determinants of job satisfaction for women and men working in self-managed work teams. The data used are from a 1990 survey sample of 99 production employees in an electronics manufacturing plant.

Learning styles and readiness for self-directed learning were identified for 125 adult employees enrolled in self-paced training courses. The success of the self-paced instruction was measured by confidence to perform learned skills on the job. Confidence scores were compared across learning style types and self-directed learning readiness. It was concluded that self-paced training programs can be effective for a variety of learning style preferences. Additionally, adult employees who are highly self-directed will experience greater success in self-paced instruction than those less self-directed. The implication for businesses and academic institutions seeking to employ technology based, self-instructional programs is that a return on investment can be maximized by an examination of the target audience. Training programs which are self-paced may not generate the desired success which will translate into effective job performance for those adults who are not ready for self-directed learning.