Die Gestaltung von sozio-technischen Systemen als Aufgabengebiet der Wirtschaftsinformatik setzt eine interdisziplinäre Ausrichtung und Berücksichtigung relevanter Forschungsgebiete voraus, die im Bezug auf die Fragestellung, wie komplexes Wissen in einer virtuellen Lernumgebung (VLU) repräsentiert und vermittelt werden sollte, im Bereich der didaktischen und lernpsychologischen Forschung liegen. In diesem Beitrag werden bereits vorhandene Lösungsansätze vorgestellt und aus psychologischer und didaktischer Sicht diskutiert, wobei weiterführende Potenziale aber auch Risikopotenziale vorhandener technischer Möglichkeiten und ihrer Einsatzbereiche herausgestellt werden sollen.

One of the most important learning activities of a student at the university are collaborative activities which have a positive effect on the learning skills of students. In the last decades and especially in the last years due to the COVID-19 pandemic, there has been a huge increase in offers to learn in virtual environments. This increase led to the need for professional pedagogical support within the unique environment, which can be addressed by E-tutors. This learning facilitation role becomes increasingly important. Nevertheless, the number of concrete recommendations when interventions are needed is rare. The aim of this study is to fill the gap in the literature when the E-tutor needs to give feedback to students in higher education. The results are derived from a systematic literature review and a qualitative content analysis. The findings indicate that feedback needs to be given in a close timeframe, at best within the first two hours after a question arises.

[pt] A pandemia de COVID-19 revelou problemas graves gerados devido às mudanças climáticas e econômicas que o mundo vem passando há décadas. O mundo parou e teve que se reinventar a essa nova condição real. No dado momento, fez-se necessário uma conscientização própria e o entendimento da urgência de que cada indivíduo devesse ser estimulado a transformar seus hábitos. Como fonte de inspiração e de vasto material humano de pesquisa o foco foi o meio acadêmico, onde meu objetivo foi realizar um diagnóstico sobre as mudanças trazidas pela pandemia de COVID-19 a um Ambiente Virtual de Aprendizagem, no que tange suas interfaces e a experiência do usuário, a partir de um estudo de caso. Algumas questões foram levantadas na pesquisa: As mudanças atenderam realmente as necessidades dos discentes e docentes da IES em estudo? Passado o isolamento social elas precisam de revisão? De que forma elas impactam o ensino hoje, com as atividades retomadas presencialmente? Em relação à abordagem, defini como método de investigação no primeiro momento, fase 1, a pesquisa exploratória e no segundo momento, fase 2, a pesquisa explicativa. Os procedimentos técnicos adotados são: fase 1, primeiro uma pesquisa bibliográfica e na sequencia uma revisão sistemática de literatura para complementar o que já foi investigado. De início na fase 2, apliquei o questionário aos docentes e aos discentes, respeitando o filtro temporal estipulado entre 2019 até 2023 para a escolha dos possíveis participantes que, apesar da divulgação por e-mail e Instagram teve baixa adesão. As técnicas: grupo de foco e entrevista contextualizada, fase 2, aconteceram de forma simultânea e permitiram o avanço na coleta de informações a partir de suas aplicações. Após toda a coleta de informações apresentei os resultados descritos na análise comparativa dos resultados. Por fim, obtive meios a responder as questões levantadas na pesquisa, pois de acordo com o que consegui concluo que sim as mudanças atenderam as necessisades da época, precisam de constante revisão e atualização e o AVA do UNISIGNORELLI, Prisma WEB, acrescentou em suas funcionalidades, as modificações propostas durante e após a pandemia. / [en] The COVID-19 pandemic revealed serious problems generated due to the climate and economic changes that the world has been experiencing for decades. The world stopped and had to reinvent itself to this new real condition. At a given moment, it was necessary to raise awareness and understand the urgency that each individual should be encouraged to transform their habits. As a source of inspiration and vast human research material, the focus was the academic environment, where my objective was to carry out a diagnosis on the changes brought by the COVID-19 pandemic to a Virtual Learning Environment, regarding its interfaces and experience. of the user, based on a case study. Some questions were raised in the research: Did the changes really meet the needs of students and teachers at the HEI under study? After social isolation, do they need review? How do they impact teaching today, with activities resumed in person? Regarding the approach, I defined exploratory research as the research method in the first phase, phase 1, and explanatory research in the second phase, phase 2. The technical procedures adopted are: phase 1, first a literature search and then a systematic literature review to complement what has already been investigated. Initially in phase 2, I administered the questionnaire to teachers and students, respecting the time filter stipulated between 2019 and 2023 to choose possible participants, which, despite dissemination via email and Instagram, had low participation. The techniques: focus group and contextualized interview, phase 2, took place simultaneously and allowed progress in collecting information from its applications. After all the information collection, I presented the results described in the comparative analysis of the results. Finally, I obtained the means to answer the questions raised in the research, because according to what I was able to conclude that yes, the changes met the needs of the time, they need constant review and updating and the UNISIGNORELLI AVA, Prisma WEB, added to its features, the modifications proposed during and after the pandemic.

Cette recherche porte sur l’amélioration de la motivation à l’apprentissage des mathématiques à l’Université Abdou Moumouni. Elle se situe dans une dynamique globale de mise au point d’actions pédagogiques pour remédier au problème préoccupant de la motivation à l’apprentissage des sciences. Plus spécifiquement, il s’agit de prospecter si les environnements virtuels d’apprentissage peuvent contribuer à l’amélioration de la transmission des savoirs dans un contexte universitaire au Niger. Ainsi, notre recherche vise à mieux comprendre l’impact de l’intégration des TIC sur la motivation chez des étudiants à apprendre les mathématiques au Niger. Les trois objectifs spécifiques de notre recherche sont : explorer les impacts sur le sentiment de compétence chez des étudiants à l’apprentissage des mathématiques dans un contexte d’intégration pédagogique des TIC; mieux comprendre le changement des types de motivations autodéterminées à l’apprentissage des mathématiques chez des étudiants exposés à une intégration pédagogique des TIC; comprendre les perceptions de l’usage d’un environnement virtuel à l’apprentissage des mathématiques chez des étudiants et l’évolution de leurs motivations autodéterminées. Se fondant sur une méthodologie de type mixte, cette recherche quasi-expérimentale a consisté en la collecte de données quantitatives au moyen de 2 questionnaires sur la motivation (sentiment de compétence et sentiment d’autodétermination) en pré-test et en post-test. Pour les données qualitatives, nous avons eu recours à des entrevues dirigées auprès de 9 participants. Au total 61 étudiants inscrits en science de la vie et de la terre, dont 51 hommes, ont participé à la recherche. La thèse respecte le mode de présentation par articles. Chacun des trois articles est en lien avec un des trois objectifs de la recherche, dans l’ordre cité plus haut. Les principaux résultats indiquent un impact positif sur la motivation à travers un recul du sentiment négatif de compétence chez les étudiants ayant bénéficié de l’apport des TIC comparativement aux étudiants ordinaires. En ce qui concerne le sentiment d’autodétermination, chez les étudiants ayant bénéficié de l’apport pédagogique des TIC, il est mis en évidence une stagnation ou une légère baisse des motivations peu ou pas autodéterminées et une légère hausse ou une stagnation des motivations autodéterminées chez les étudiants ayant bénéficié de l’apport des TIC. Finalement, la recherche a permis de mettre en relief l'existence de corrélations positives entre l’augmentation des motivations autodéterminées et la perception d’une qualité positive de l’expérience d'innovation pédagogique que représente l’environnement virtuel d’apprentissage des mathématiques. En définitive, cette recherche fait ressortir l’importance de l'intégration pédagogique des TIC pour améliorer les pratiques pédagogiques actuelles, et satisfaire deux besoins psychologiques fondamentaux, notamment le sentiment de compétence et le sentiment d’autodétermination, deux composantes essentielles de la motivation selon la théorie de l’autodétermination de Deci et Ryan. Les résultats obtenus dégagent des perspectives intéressantes en vue de renforcer les recours aux environnements virtuels d'apprentissage au profit de la motivation à l'apprentissage des mathématiques. Les forces et les limites de la recherche sont discutées et un ensemble de recommandations sont émises à l’intention des acteurs académiques, notamment les perspectives assez prometteuses de l’intégration pédagogique des TIC au service de l'apprentissage des sciences en Afrique, et au Niger en particulier. / This study focuses on enhancing motivation for learning mathematics at the University Abdou Moumouni. It is situated in a dynamic development of educational activities to address the serious problem of motivation for learning science. More specifically, it is exploring whether virtual learning environments can contribute effectively to improving the transmission of knowledge at university level in Niger. Thus, our research aims to better understand the impact of the integration of ICT on student motivation to learn mathematics in Niger. The three specific objectives of our research are: to explore the impact on sense of competence in students learning of mathematics in the context of integration of ICT, and better understand the change of self-determined types of motivation towards learning of mathematics in students exposed to integration of ICT; understand the perceptions of the use of a virtual environment for learning mathematics among students and their evolving self-determined motivation. Based on a methodology of mixed type, this quasi-experimental research has included the collection of quantitative data by means of 2 questionnaires on motivation (sense of competence and self-feeling) in pretest and posttest. For qualitative data, we used structured interviews with 9 participants. A total of 61 students enrolled in life science and earth, including 51 men, participated in the research. The thesis meets the format articles. All three articles are related to one of three research objectives in the order mentioned above. The main results indicate a positive impact on motivation through a decrease in the negative sense of competence among students who have benefited from the contribution of ICT compared to regular students. With regard to feelings of self-determination among students who benefited from the contribution of ICT, it is clearly demonstrated in a stagnation or decline in average little or no self-determined motivation and a slight increase or stagnation of the reasons self-determined in students who have benefited from the contribution of ICT. Finally, research has helped to highlight the existence of significant positive correlations between increased self-determined motivation and perceived quality of the positive experience of pedagogical innovation that represents the virtual learning mathematics. Definitively, this research highlights the importance of integration of ICT to improve current teaching practices, and meet two basic psychological needs, including perceived competence and feeling of self-determination, two main components of motivation according to the self-determination theory of Deci and Ryan. The results show interesting perspectives for strengthening the use of virtual learning environments for the benefit of the motivation for learning mathematics. The strengths and limitations of the research are discussed and a set of recommendations are made for academic actors, for instance the promising prospects of pedagogical integration of ICT for learning science in Africa, and specially in Niger.

O uso de tecnologias digitais de informação e comunicação tem alterado a sociedade e seu emprego tem estimulado o debate na esfera pedagógica. A incorporação de tecnologias na educação pode ser considerada uma ferramenta facilitadora para transmissão de conhecimento ao aluno. O objetivo deste estudo de caso é identificar os desafios encontrados e as propostas de superação apresentadas. Buscou-se ainda analisar a satisfação e a usabilidade do ambiente virtual de aprendizagem (AVA) e dos materiais didáticos nele disponíveis, experimentados pelos alunos da graduação na Disciplina Odontologia Forense, na Faculdade de Odontologia da Universidade de São Paulo (FOUSP), dos cursos integral e noturno, no primeiro semestre de 2016. A tecnologia utilizada foi o software Moodle (\"Modular Object-Oriented Dynamic Learning Environment\"), onde foram depositados os objetos de aprendizagem: apostilas, vídeos, questionários e jogos. Participaram da pesquisa 113 estudantes. Como fonte de dados foram utilizados o grupo-focal, o questionário online semi-estruturado e os relatórios de logs do Moodle. Os dados foram analisados quantitativamente (análise descritiva) e qualitativamente (análise de conteúdo) e os resultados foram triangulados. Os desafios encontrados pelos alunos foram: dificuldade em acessar o AVA pelo celular; sobrecarga da estrutura curricular; não haver cobrança e lembretes para realizar as atividades online; desconexão entre a aula presencial e o ambiente virtual; haver mais de um site utilizado pelas disciplinas da faculdade. Em relação ao material didático, as atividades foram as mais visualizadas, com 1309 visualizações em média, seguida das apostilas (n=230), e dos vídeos (n=122). Os alunos sugeriram que tivesse mais atividades práticas no ambiente virtual. Para eles a realização de atividades no AVA foi importante para a fixação do conteúdo e para identificar eventuais dificuldades na aprendizagem (n=98%). As melhorias propostas, e concretizadas, foram no sentido de superar os desafios citados, ou seja, utilização da versão mobile do Moodle, diminuição da carga horária presencial e notificação de prazos e de atividades via redes sociais e correio eletrônico. Esta pesquisa demonstra a importância de ouvir os alunos durante o processo de ensinoaprendizagem para ajuda-los nas dificuldades encontradas e para que sejam estimulados a buscar o conhecimento. Demonstra também que o uso da tecnologia na educação é uma ferramenta facilitadora da aprendizagem, com alto nível de satisfação dos alunos. / The use of digital information and communication technologies has changed society and its employment has stimulated the debate in the pedagogical area. The incorporation of technologies in education can be considered a facilitating tool for transmitting knowledge to the student. The aim of this case study is to identify the challenges founded and the overcoming proposals presented, and to analyze the satisfaction and usability of the virtual learning environment (VLE) and of the teaching materials available there, in the University of São Paulo, School of Dentistry, of the integral and nocturnal courses, in the first semester of 2016. The technology used was Moodle (Modular Object-Oriented Dynamic Learning Environment), where the learning objects, such as workbooks, videos, questionnaires and games. 113 students participated in the study. The focus group, the online semi-estructured questionnaire, and the Moodle\'s log reports were used as data sources. Data were analyzed quantitatively (descriptive analysis) and qualitatively (content analysis), and the results were triangulated. The challenges encountered by the students were: difficulty in accessing the VLE through the cell phone; overload of the curricular structure; there are no charges and reminders for online activities; disconnection between the classroom and the virtual environment; more than one site used by college subjects. Regarding teaching material, activities were the most visualized, with 1309 views on average, followed by workbook (n = 230), and videos (n = 122). The students suggested that they had more practical activities in the virtual environment. For them, the VLE activities were important for determining the content and for identifying difficulties in learning (n = 98%). The proposed and implemented improvements were aimed at overcoming the aforementioned challenges, namely, the use of the mobile version of Moodle, the reduction of classroom hours and the notification of deadlines and activities via social networks and electronic mail. This research demonstrates the importance of listening to students during the teachinglearning process to help them in the difficulties encountered and to be stimulated to seek knowledge. It also demonstrates that the use of technology in education is a facilitating tool for learning, with a high level of student satisfaction.

A presente pesquisa configura-se como um estudo de caso de natureza qualitativa que procurou analisar e tecer algumas considerações importantes a respeito de um curso livre experimental de inglês básico on-line - denominado Beginner Grammar Writing (BGW)-, com enfoque no desenvolvimento das habilidades de leitura e de escrita. Esse curso foi oferecido para alunos de diferentes países cuja língua materna não é o inglês, e ministrado, concomitantemente, por duas professoras da área, residentes em países distintos. Procurou-se verificar se o curso, que adotou uma metodologia de ensino-aprendizagem colaborativa/comunicacional, veio a se tornar uma comunidade de aprendizagem, a partir das características apontadas por vários teóricos, e das quais elegemos as seguintes: interesses comuns, empatia, sociabilidade colaborativa e tempo de exposição no grupo. Os dados obtidos foram coletados ao longo do curso em questão, no primeiro momento em que foi oferecido. Esses dados consistem em documentos digitais do curso (tais como e-mail dos alunos, e-mail trocados entre as professoras, registros de participação dos estudantes no fórum e em sessões de chat) e na observação participante da professora/pesquisadora ao longo de todo o curso. O estudo fundamentou-se nas teorias da comunicação escolar, comunicação on-line, de aprendizagem colaborativa e no referencial teórico a respeito de comunidades virtuais (de aprendizagem). A reflexão sobre os dados recolhidos e a análise efetuada apontaram algumas questões relevantes a respeito de ensino de inglês on-line na perspectiva de uma metodologia de ensino-aprendizagem colaborativo/ comunicacional e mostraram que o curso BGW atingiu o objetivo de promover a aprendizagem coletiva. A análise de dados confirmou ainda que uma comunidade de aprendizagem foi criada e é mantida como tal a partir do curso BGW aqui estudado. / The present study is a qualitative case study of an experimental English basic on-line course, entitled Beginner Grammar Writing (BGW), with emphasis on the development of writing and reading skills. This course was offered to students from different countries, whose native language was not English, and was delivered simultaneously by two teachers of English, resident in distinct countries. The study attempted to verify whether the students in the course, which adopted a teaching and learning collaborative/communicational methodology, became a learning community from the characteristics described by several theoreticians and from which we selected the following: common interests, empathy, collaborative sociability and time of exposure in the group. The data were collected from the course when it was first offered. Data consisted of digital documents (such as students´ e-mail, e-mail exchanged between the teachers, questionnaires, registers of students´ participation in the discussion forum and in the chat sessions, and some others) and the participative observation of the teacher/researcher throughout the course. The theoretical framework was based on the communicative theory, the collaborative learning approach and the theoretical referential on virtual learning communities. The data showed that the BGW course reached its objective of promoting a collective learning. The data also confirmed that a learning community was created and is maintained as so from the course studied.

Made available in DSpace on 2016-04-27T14:32:10Z (GMT). No. of bitstreams: 1 Maria de Fatima Lemos.pdf: 1333079 bytes, checksum: a50767277313daa267c4553d76d22bb2 (MD5) Previous issue date: 2008-03-27 / In the present work Teachers Continuing Education in Virtual Learning Environment under Complexity , the research object is teachers continuing education provided by a course named Virtual communication and planning . This course was held by Núcleo de Tecnologia Educacional in Campo Grande, MS, from February to July, 2006, in the virtual learning environment e-ProInfo. The present research aims at understanding complexity and teachers education in virtual learning environment, analyzing the course by identifying the emergences and considering the contributions of complexity to teachers continuing education. The research used qualitative and case study methods. The data sources involved the messages posted in the Forum of virtual learning environment by the education teachers, available until December, 2007. The qualitative research softwares QualiQuantiSoft and Classification Hierárquique, Implicative et Cohérsive CHIC were used for data organization and analysis. The theoretical foundation was developed throughout data analysis and made it possible to re-signify and gain new theoretical knowledge based on the seven principles of complexity defined by Morin: dialogical, hologrammatical, organizational, retroactive circle, recursive circle, self-organization and reintroduction of knowledge in every knowledge. From those principles and emergences identification and analysis it was possible to realize that the continuing education courses in virtual learning environment may integrate what is fragmented, outline the limits of the relations among subjects, teachers, students, community and integrate them by a pedagogical activities plan which is built upon the certainty we have and the uncertainty we try to find answers for. Therefore, complexity makes it possible to deal with ambiguity and differences and to understand emergences better by re-signifying teachers continuing education in virtual learning environment / In the present work Teachers Continuing Education in Virtual Learning Environment under Complexity , the research object is teachers continuing education provided by a course named Virtual communication and planning . This course was held by Núcleo de Tecnologia Educacional in Campo Grande, MS, from February to July, 2006, in the virtual learning environment e-ProInfo. The present research aims at understanding complexity and teachers education in virtual learning environment, analyzing the course by identifying the emergences and considering the contributions of complexity to teachers continuing education. The research used qualitative and case study methods. The data sources involved the messages posted in the Forum of virtual learning environment by the education teachers, available until December, 2007. The qualitative research softwares QualiQuantiSoft and Classification Hierárquique, Implicative et Cohérsive CHIC were used for data organization and analysis. The theoretical foundation was developed throughout data analysis and made it possible to re-signify and gain new theoretical knowledge based on the seven principles of complexity defined by Morin: dialogical, hologrammatical, organizational, retroactive circle, recursive circle, self-organization and reintroduction of knowledge in every knowledge. From those principles and emergences identification and analysis it was possible to realize that the continuing education courses in virtual learning environment may integrate what is fragmented, outline the limits of the relations among subjects, teachers, students, community and integrate them by a pedagogical activities plan which is built upon the certainty we have and the uncertainty we try to find answers for. Therefore, complexity makes it possible to deal with ambiguity and differences and to understand emergences better by re-signifying teachers continuing education in virtual learning environment / O presente trabalho Formação continuada de professores em ambiente virtual de aprendizagem sob o olhar da complexidade tem como objeto de pesquisa a formação continuada de professores, no curso Comunicação virtual e planejamento . Esta formação foi oferecida pelo Núcleo de Tecnologia Educacional de Campo Grande, MS e desenvolvida entre os meses de fevereiro a julho de 2006, no ambiente virtual de aprendizagem e-ProInfo. Esta pesquisa visa compreender a complexidade e a formação de professores em ambiente virtual de aprendizagem; analisar o curso em questão buscando compreender as emergências e refletir sobre as contribuições da complexidade para a formação continuada de professores. Esta pesquisa se desenvolveu tendo por base a abordagem qualitativa e, dentro desta, o método de estudo de caso. A fonte dos dados analisados foram as mensagens postadas na ferramenta fórum do ambiente virtual de aprendizagem pelos professores em formação, disponíveis até dezembro de 2007. Para a organização e análise dos dados foram utilizados os softwares de pesquisa qualitativa QualiQuantiSoft e o Classification Hierárquique, Implicative et Cohérsive - CHIC. A fundamentação teórica foi sendo tecida no decorrer da análise dos dados e possibilitou ressignificar e agregar novos conhecimentos teóricos a partir dos sete princípios da complexidade delineados por Morin: o princípio dialógico, o princípio hologramático, organizacional, do círculo retroativo e recursivo, da auto-organização e da reintrodução do conhecimento em todo conhecimento. A partir desses princípios da complexidade e identificação e análise das emergências foi possível concluir que os cursos de formação continuada em ambiente virtual de aprendizagem podem apresentar uma visão de integração do que está fragmentado, distinguir os limites das relações entre as disciplinas, entre os professores, entre alunos, a comunidade, mas integrá-los a partir de um planejamento das atividades pedagógicas que vai se construindo nas certezas que trazemos e nas incertezas para as quais buscamos respostas. Portanto, a complexidade torna possível dialogar com as ambigüidades, com as diferenças e melhor compreender as emergências formativas e autoformadoras, ressignificando assim o processo de formação continuada de professores em ambiente virtual de aprendizagem / O presente trabalho Formação continuada de professores em ambiente virtual de aprendizagem sob o olhar da complexidade tem como objeto de pesquisa a formação continuada de professores, no curso Comunicação virtual e planejamento . Esta formação foi oferecida pelo Núcleo de Tecnologia Educacional de Campo Grande, MS e desenvolvida entre os meses de fevereiro a julho de 2006, no ambiente virtual de aprendizagem e-ProInfo. Esta pesquisa visa compreender a complexidade e a formação de professores em ambiente virtual de aprendizagem; analisar o curso em questão buscando compreender as emergências e refletir sobre as contribuições da complexidade para a formação continuada de professores. Esta pesquisa se desenvolveu tendo por base a abordagem qualitativa e, dentro desta, o método de estudo de caso. A fonte dos dados analisados foram as mensagens postadas na ferramenta fórum do ambiente virtual de aprendizagem pelos professores em formação, disponíveis até dezembro de 2007. Para a organização e análise dos dados foram utilizados os softwares de pesquisa qualitativa QualiQuantiSoft e o Classification Hierárquique, Implicative et Cohérsive - CHIC. A fundamentação teórica foi sendo tecida no decorrer da análise dos dados e possibilitou ressignificar e agregar novos conhecimentos teóricos a partir dos sete princípios da complexidade delineados por Morin: o princípio dialógico, o princípio hologramático, organizacional, do círculo retroativo e recursivo, da auto-organização e da reintrodução do conhecimento em todo conhecimento. A partir desses princípios da complexidade e identificação e análise das emergências foi possível concluir que os cursos de formação continuada em ambiente virtual de aprendizagem podem apresentar uma visão de integração do que está fragmentado, distinguir os limites das relações entre as disciplinas, entre os professores, entre alunos, a comunidade, mas integrá-los a partir de um planejamento das atividades pedagógicas que vai se construindo nas certezas que trazemos e nas incertezas para as quais buscamos respostas. Portanto, a complexidade torna possível dialogar com as ambigüidades, com as diferenças e melhor compreender as emergências formativas e autoformadoras, ressignificando assim o processo de formação continuada de professores em ambiente virtual de aprendizagem

Made available in DSpace on 2016-04-26T18:13:48Z (GMT). No. of bitstreams: 1 Vania de Moraes.pdf: 2752468 bytes, checksum: 886e84196c1efff494145c855e839dea (MD5) Previous issue date: 2014-02-17 / Universidade de Taubaté / Considering all educational practice also consists of a communicative practice , this proposal is resulted from an investigation by the architecture of virtual learning environments (VLE ) about three IES that offer superior Degree in Visual Arts , in a distance mode .. About the materials and methods, the investigation was done through exploratory research and utilization of educational materials available in AVA. The theoretical framework consists of publications related about studies of the Semiotics of Culture, the General Theory of Systems and Information Technology and Communication ( ICT ) , with emphasis on Instructional Design . Highlight for Lotman (1999 ) Beatalanffy (1977 ) . The research was also significant with the theoretical support of the Semiotics of Culture with Machado and Pinheiro , the General System Theory , with Vieira and Bunge , and with Vygotsky . The result did not favor interactive practice the act of teaching teach art , due to technical and pedagogical shifts . In this context , through instructional design , are desired continuous architectural proposals for balanced service user organizations representing the plural context and Brazilian mongrel / Considerando que toda prática educativa consiste também em uma prática comunicativa, a presente proposta é resultada de uma investigação na arquitetura dos Ambientes Virtuais de Aprendizagem (AVA) de três Instituições de Ensino Superior (IES) que oferecem curso superior de Licenciatura em Artes Visuais, na modalidade a distância. Quanto aos materiais e métodos, a investigação se deu por meio de pesquisa exploratória e utilização de materiais educativos disponíveis nos AVA. O referencial teórico consiste em publicações referentes aos estudos da Semiótica da Cultura, da Teoria Geral dos Sistemas e das Tecnologias da Informação e Comunicação (TIC), com ênfase para o Design Instrucional. Destaque para Lotman (1999) Beatalanffy (1977). A pesquisa contou, também com o apoio teórico significativo da Semiótica da Cultura, com Machado e Pinheiro; da Teoria Geral do Sistema, com Vieira e Bunge, e com Vygotsky. O resultado não favoreceu as práticas interativas do ato de ensinar a ensinar arte, devido aos desvios técnico-pedagógicos. Nesse contexto, por meio do design instrucional, são desejadas propostas contínuas de arquitetura, para atendimento equilibrado de usuários que representam o contexto plural e mestiço brasileiro

La enseñanza y evaluación automática a través de un sistema Computer Based Assessment (CBA) requiere de software especializado que se adapte a la tipología de actividades a tratar y evaluar. En esta tesis se ha desarrollado un entorno CBA que facilita el aprendizaje y evaluación de los principales temas de una asignatura de bases de datos. Para ello se han analizado las herramientas existentes en cada uno de estos temas (Diagramas Entidad/Relación, diagramas de clases, esquemas de bases de datos relacionales, normalización, consultas en álgebra relacional y lenguaje SQL) y para cada uno de ellos se ha analizado, diseñado e implementado un módulo de corrección y evaluación automática que aporta mejoras respecto a los existentes. Estos módulos se han integrado en un mismo entorno al que hemos llamado ACME-DB. / Teaching and automatic evaluation through Computer Based Assessment (CBA) requires of specialized software tools capable to correct different type of activities. In this work, we have analyzed the main topics of a database course (entity/ relationship diagrams, class diagrams, relational database schemas, normalization, relational algebra and SQL) and for each one of them we have reported the state of art on CBA tools. Afterwards, we have proposed a new CBA environment for teaching and learning database. This environment, denoted ACME-DB, is composed of different modules capable to automatically correct and evaluate exercises of main topics of a database course providing improvements over existing tools.

Cette recherche porte sur l’amélioration de la motivation à l’apprentissage des mathématiques à l’Université Abdou Moumouni. Elle se situe dans une dynamique globale de mise au point d’actions pédagogiques pour remédier au problème préoccupant de la motivation à l’apprentissage des sciences. Plus spécifiquement, il s’agit de prospecter si les environnements virtuels d’apprentissage peuvent contribuer à l’amélioration de la transmission des savoirs dans un contexte universitaire au Niger. Ainsi, notre recherche vise à mieux comprendre l’impact de l’intégration des TIC sur la motivation chez des étudiants à apprendre les mathématiques au Niger. Les trois objectifs spécifiques de notre recherche sont : explorer les impacts sur le sentiment de compétence chez des étudiants à l’apprentissage des mathématiques dans un contexte d’intégration pédagogique des TIC; mieux comprendre le changement des types de motivations autodéterminées à l’apprentissage des mathématiques chez des étudiants exposés à une intégration pédagogique des TIC; comprendre les perceptions de l’usage d’un environnement virtuel à l’apprentissage des mathématiques chez des étudiants et l’évolution de leurs motivations autodéterminées. Se fondant sur une méthodologie de type mixte, cette recherche quasi-expérimentale a consisté en la collecte de données quantitatives au moyen de 2 questionnaires sur la motivation (sentiment de compétence et sentiment d’autodétermination) en pré-test et en post-test. Pour les données qualitatives, nous avons eu recours à des entrevues dirigées auprès de 9 participants. Au total 61 étudiants inscrits en science de la vie et de la terre, dont 51 hommes, ont participé à la recherche. La thèse respecte le mode de présentation par articles. Chacun des trois articles est en lien avec un des trois objectifs de la recherche, dans l’ordre cité plus haut. Les principaux résultats indiquent un impact positif sur la motivation à travers un recul du sentiment négatif de compétence chez les étudiants ayant bénéficié de l’apport des TIC comparativement aux étudiants ordinaires. En ce qui concerne le sentiment d’autodétermination, chez les étudiants ayant bénéficié de l’apport pédagogique des TIC, il est mis en évidence une stagnation ou une légère baisse des motivations peu ou pas autodéterminées et une légère hausse ou une stagnation des motivations autodéterminées chez les étudiants ayant bénéficié de l’apport des TIC. Finalement, la recherche a permis de mettre en relief l'existence de corrélations positives entre l’augmentation des motivations autodéterminées et la perception d’une qualité positive de l’expérience d'innovation pédagogique que représente l’environnement virtuel d’apprentissage des mathématiques. En définitive, cette recherche fait ressortir l’importance de l'intégration pédagogique des TIC pour améliorer les pratiques pédagogiques actuelles, et satisfaire deux besoins psychologiques fondamentaux, notamment le sentiment de compétence et le sentiment d’autodétermination, deux composantes essentielles de la motivation selon la théorie de l’autodétermination de Deci et Ryan. Les résultats obtenus dégagent des perspectives intéressantes en vue de renforcer les recours aux environnements virtuels d'apprentissage au profit de la motivation à l'apprentissage des mathématiques. Les forces et les limites de la recherche sont discutées et un ensemble de recommandations sont émises à l’intention des acteurs académiques, notamment les perspectives assez prometteuses de l’intégration pédagogique des TIC au service de l'apprentissage des sciences en Afrique, et au Niger en particulier. / This study focuses on enhancing motivation for learning mathematics at the University Abdou Moumouni. It is situated in a dynamic development of educational activities to address the serious problem of motivation for learning science. More specifically, it is exploring whether virtual learning environments can contribute effectively to improving the transmission of knowledge at university level in Niger. Thus, our research aims to better understand the impact of the integration of ICT on student motivation to learn mathematics in Niger. The three specific objectives of our research are: to explore the impact on sense of competence in students learning of mathematics in the context of integration of ICT, and better understand the change of self-determined types of motivation towards learning of mathematics in students exposed to integration of ICT; understand the perceptions of the use of a virtual environment for learning mathematics among students and their evolving self-determined motivation. Based on a methodology of mixed type, this quasi-experimental research has included the collection of quantitative data by means of 2 questionnaires on motivation (sense of competence and self-feeling) in pretest and posttest. For qualitative data, we used structured interviews with 9 participants. A total of 61 students enrolled in life science and earth, including 51 men, participated in the research. The thesis meets the format articles. All three articles are related to one of three research objectives in the order mentioned above. The main results indicate a positive impact on motivation through a decrease in the negative sense of competence among students who have benefited from the contribution of ICT compared to regular students. With regard to feelings of self-determination among students who benefited from the contribution of ICT, it is clearly demonstrated in a stagnation or decline in average little or no self-determined motivation and a slight increase or stagnation of the reasons self-determined in students who have benefited from the contribution of ICT. Finally, research has helped to highlight the existence of significant positive correlations between increased self-determined motivation and perceived quality of the positive experience of pedagogical innovation that represents the virtual learning mathematics. Definitively, this research highlights the importance of integration of ICT to improve current teaching practices, and meet two basic psychological needs, including perceived competence and feeling of self-determination, two main components of motivation according to the self-determination theory of Deci and Ryan. The results show interesting perspectives for strengthening the use of virtual learning environments for the benefit of the motivation for learning mathematics. The strengths and limitations of the research are discussed and a set of recommendations are made for academic actors, for instance the promising prospects of pedagogical integration of ICT for learning science in Africa, and specially in Niger.