Stratégies d'autorégulation et synchronisation des temporalités dans un dispositif hybride : le rôle de l'évaluation
In this paper, we present a study on the effect of a blended learning module at Master level which learning outcomes were the development of project management competencies. Our objective was to better understand the impact of assessment on self-regulated learning as well as on time management in a...
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| Format: | Book |
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Centre National d'Enseignement à Distance,
2018-06-01T00:00:00Z.
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| Summary: | In this paper, we present a study on the effect of a blended learning module at Master level which learning outcomes were the development of project management competencies. Our objective was to better understand the impact of assessment on self-regulated learning as well as on time management in a module combining a Mooc and a face-to-face class. The analysis of students' interviews shows that, for the Mooc, frequency of assessment facilitates the elaboration of self-regulation strategies despite the constraints they impose, which then allows the synchronisation of the multiple temporalities of the training programme. Results highlight the role played by teachers in self-regulation processes and invite to further explore pedagogical potentialities of evaluation. |
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| Item Description: | 2264-7228 10.4000/dms.2210 |