Déploiement du e-learning en sciences de l’éducation : état des lieux en France en 2006

Abstract

This article aims to provide a fairly exhaustive account of how e-learning has been (and continues to be) implemented in French universities, particularly in the field of educational sciences. We needed to collect targeted data to achieve our objective, although it should be mentioned that the e-learning program directors contacted were not necessarily ready to provide this information. To render the data as impartial as possible, we used a step-by-step verification process based on a triangular comparison of the information gathered through the interviews. We compared and contrasted different university e-learning programs. Three main questions guided our inquiry: What universities currently offer e-learning options in the educational sciences? What are the objectives, conditions and resources of these various programs, and how are they organized? How many credits, students and teachers do these programs represent? Our results do not indicate the emergence of any general teaching model in current e-learning systems used in the educational sciences, but they do bring to mind certain practices inherited from various models of distance learning.