Abstract

This article focuses on the integration conditions of a self-regulation tool in a collaborative distance-learning environment. An experimental study was conducted to address this issue. This study was conducted as part of a program of practical classes taught remotely with a group of 108 master\u2019s degree students and with a two-variable factorial plan. The first variable was about the incentive given to students to use the self-regulation tool. The second variable brought the students to adopt different modes of organization for completing their task. The analysis of the results shows that the students who had to plan their work spontaneously used the tool more than those who negotiated their schedule. It also shows that the students encouraged to use the tool completed the training more quickly and were more efficient in their teamwork. Moreover, this study suggests some interaction between the two variables. Students from the spontaneous schedule group, who were also encouraged to use the self-regulation tool, reached a higher level of collaboration efficiency (work quality/time used).Cet article se concentre sur les conditions d'intgration d'un outil auto-rglement dans un environnement collaboratif d'apprentissage distance. Une tude exprimentale a t mene pour aborder cette question. Cette tude a t ralise dans le cadre d'un programme de cours pratiques enseigns distance avec un groupe de 108 tudiants la matrise et avec un plan factoriel deux variables. La premire variable tait sur la mesure incitative donne aux tudiants utiliser l'outil d'auto-rglement. La deuxime variable a amen les tudiants adopter diffrents modes d'organisation pour effectuer leur tche. L'analyse des rsultats montre que les tudiants qui ont eu planifier leur travail spontanment ont utilis l'outil plus que ceux qui ont ngoci leur horaire. Elle montre aussi que les tudiants encourags utiliser l'outil ont termin la formation plus rapidement et taient plus efficaces dans leur travail d'quipe. De plus, cette tude suggre une certaine interaction entre les deux variables. Les tudiants du groupe de planification spontane, qui ont galement t encourags utiliser l'outil d'auto-rglement, ont atteint un niveau plus lev d'efficacit de la collaboration (qualit du travail / temps utilis).

Citation

Temperman, G., De Livre, B. & De Stercke, J. (2016). Activity Dashboard, Time Management, Self-Regulation and Efficiency in a CSCL Environment. The Journal of Distance Education / Revue de l'ducation Distance, 31(1),. Athabasca University Press. Retrieved August 10, 2024 from https://www.learntechlib.org/p/183683/.

Keywords

• distance education
• e-learning
• online education