This research was designed to determine if significant differences exist among the behavioral perceptions and values held by staff and user groups of all junior high schools in a selected independent school district. This study also evaluates the applicability of social profiles to describe perceived organizational behavioral characteristics. Two published, validated survey instruments were used to collect the data. The questionnaires were distributed to randomly selected teachers (staff group) and parents and Parent-Teacher Association officers (user group) from each of the five junior high schools. Of 206 sets of questionnaires distributed, 166 (80.5 percent were returned. Computer analyses of these raw data provided both individual perceptions and descriptions for each junior high school in addition to individual values for each school's staff and user group. The data results show that the social profiles of two of the five schools are perceived differently by both their staff and user groups; furthermore, there are significant differences between the values held by the staff and user groups for each of these schools. For the other three schools, there are minor differences of perception by staff and user groups of their schools' social profiles and also among the values held by the staff and user groups. The data analysis presented in this study led to three primary conclusions. These are that (1) the instruments used complement each other in an analysis of the overall description of an organization; (2) three schools, although perceived by their staff and user groups to have minor differences in behaviors and user-group values held, are similar in organizational characteristics, methods of operation, and overall perceptions; and (3) for two of the schools which are perceived to reflect significant differences in behaviors and values held by staff and user groups, the influence of these differences may require exceptionally proficient administration to produce effectiveness and efficient operations.

La place importante du tutorat dans la réussite d'un dispositif de formation en ligne a ouvert un nouvel axe de recherche dans le domaine des EIAH (Environnements Informatiques pour l'Apprentissage Humain). Nos travaux se situent plus particulièrement dans le champ de recherches des ACAO. Dans un contexte collaboratif, le tutorat et les outils « d'awareness » constituent des solutions admises pour faire face à l'isolement qui très souvent, mène à l'abandon de l'apprenant. Ainsi, du fait des difficultés rencontrées par le tuteur pour assurer un encadrement et un suivi appropriés à partir des traces de communication (en quantités conséquentes) laissées par les apprenants, nous proposons une approche multi-agents pour analyser les conversations textuelles asynchrones entre apprenants. Ces interactions sont révélatrices de comportements sociaux-animateur, indépendant, etc... qu'il nous paraît important de pouvoir repérer lors d'une pédagogie de projet pour permettre aux apprenants de situer leurs travaux par rapport aux autres apprenants et situer leur groupe par rapport aux autres groupes d'une part, et d'autre part permettre au tuteur d'accompagner les apprenants dans leur processus d'apprentissage, repérer et soutenir les individus en difficulté pour leur éviter l'abandon. Ces indicateurs seront déduits à partir des grands volumes d'échanges textuels entre apprenants.L'approche a été ensuite testée sur une situation réelle, qui a montré une parfaite concordance entre les résultatsobservés par des tuteurs humains et ceux déterminés automatiquement par notre système. / The growing importance of online training has put emphasis on the role of remote tutoring. A whole new area of research, dedicated to environment for human learning (EHL), is emerging. We are concerned with this field. More specifically, we will focus on the monitoring of learners.The instrumentation and observation of learners activities by exploiting interaction traces in the EHL and the development of indicators can help tutors to monitor activities of learners and support them in their collaborative learning process. Indeed, in a learning situation, the teacher needs to observe the behavior of learners in order to build an idea about their involvement, preferences and learning styles so that he can adapt the proposed activities. As part of the automatic analysis of collaborative learner¿s activities, we describe a multi agent approach for supporting learning activities in a Virtual Learning Environment context. In order to assist teachers who monitor learning processes, viewed as a specific type of collaboration, the proposed system estimates a behavioral (sociological) profile for each student. This estimation is based on automatic analysis of students textual asynchronous conversations. The determined profiles are proposed to the teacher and may provide assistance toteacher during tutoring tasks. The system was experimented with students of the master "software quality" of the Ibn Tofail University. The results obtained show that the proposed approach is effective and gives satisfactory results.