Corrélation entre la fréquence des interactions et le niveau d’autorégulation des étudiants et étudiantes en dispositif universitaire de formation en ligne

Abstract

Numerous studies have shown that a student’s success in online training is determined by their ability to implement self-regulated learning, a relationship having been established between this ability and their self and externally-regulated interactions. In order to characterize this relationship, we carried out a quantitative study via a questionnaire addressed to online training students from several French universities. The results obtained tend to show that, to greater or lesser degrees, the frequency of students’ interactions, with their peers, their teachers or even the techno-pedagogical system correlate with their level of self-regulation.