Culture institutionnelle et apprentissage en ligne en Afrique subsaharienne francophone: le cas d’une école normale supérieure camerounaise

Abstract

This study is part of an ongoing concern with the strategies that allow the university to achieve its goals. It focuses on the factors that promote implementation of online learning, by examing the social representations (SR) of students and teachers at the École Normale Supérieure d'Enseignement Technique (ENSET) in Cameroon. The study includes four sections: the first examines the problem and poses a main research question; the second presents a theoretical framework which describes the key concepts in play and shows how existing models can be adapted in order to formulate specific sub-questions that relate to the main question; the third section justifies the epistemological stance taken for the analysis and the methodological choices made by the researcher. Finally, the fourth section presents the ethnographic content analysis of the discourse samples as they were reconstructed, and pinpoints the contribution made by the results. A short conclusion underlines the limits of the study and implications for future research.