Analyse des effets de deux modalités de constitution des groupes dans un dispositif hybride de formation à distance

Abstract

This study concerns the effects of two methods of forming groups (spontaneous versus contrasted pairing) in a hybrid distance education unit destined for university students. The learning scenarios introduced as part of this experiment are based on the use of conceptual maps as an aid to cooperation. Observed results did not yield any difference as to conceptual density of the maps or the number of units of meaning produced. However, it appears that units of meaning pertaining to planning activities and metacognitive comments are significantly more numerous within groups formed through contrasted pairing. There was also a positive correlation between the intensity of the interactions within the forum and the conceptual density of the maps produced for groups formed by contrasted pairing. As for spontaneous pairing, our results indicate that the pairs formed display more homogeneous behaviour, are more cooperative, and devote less effort to planning the group’s work. KEYWORDS : distance education, university education, group learning, cooperative learning, conceptual map, hybrid unit, learning scenario