The influence of the openness of an e-learning situation on adult learners'self-regulation

Annie Jézégou 1, 2
2 Trigone-CIREL
CIREL - Centre Interuniversitaire de Recherche en Education de Lille (CIREL) - EA 4354 : EA1038
Abstract : This article presents an empirical research conducted with French speaking adult studying for a diploma. Their training took place mainly in e-learning. The goal of this research was to identify and explain the processes of influence existing between two specific dimensions: the degree of openness of the components of the e-learning situation and students' self-regulated behaviors in the management of these components (2). This research was based on the socio-cognitive theory of Self-regulation (Bandura, 1986; Schunk & Zimmerman, 2007; Zimmerman, 2002) and on a theoretical definition of the notion of "openness" (Jézégou (2005). It applied the "actantial model" (Greimas, 1966; Hiernaux, 1977) for analyzing data collected while using a specific validated instrument of assessment of openness (Jézégou, 2010b). The main results of this empirical work are the role played by three psychological dimensions in the influence processes identified. More empirical study is required to confirm their explanatory and validity.
Type de document :
Article dans une revue
International Review of Research in Open and Distance Learning, Athabasca University Press, 2013, 14 (3), pp.182-201. 〈http://www.irrodl.org/index.php/irrodl〉
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Contributeur : Annie Jézégou <>
Soumis le : vendredi 13 septembre 2013 - 10:18:18
Dernière modification le : mardi 3 juillet 2018 - 11:42:37
Document(s) archivé(s) le : jeudi 6 avril 2017 - 19:22:45

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Annie Jézégou. The influence of the openness of an e-learning situation on adult learners'self-regulation. International Review of Research in Open and Distance Learning, Athabasca University Press, 2013, 14 (3), pp.182-201. 〈http://www.irrodl.org/index.php/irrodl〉. 〈edutice-00861586〉

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