Zobrazeno 1 - 10
of 90
pro vyhledávání: '"Gaëlle Molinari"'
Publikováno v:
Distances et Médiations des Savoirs, Vol 44 (2023)
This quantitative study carried out among 303 learners of 8 MOOCs from the University of Geneva highlights 6 main factors that prevent and limit their engagement in the discussion forums of these courses. This diagnosis will feed future research that
Externí odkaz:
https://doaj.org/article/7752f410f0a24e1db58a3a658defe7d7
Publikováno v:
Distances et Médiations des Savoirs, Vol 40 (2022)
This paper describes the development and validation of a students’ engagement scale in MOOCs discussion forums (EMEF). The first three steps of this process including the development of a preliminary list of items, their review and reduction by exp
Externí odkaz:
https://doaj.org/article/b6f5b01712234a408633e672765ed9f0
Publikováno v:
Distances et Médiations des Savoirs, Vol 36 (2021)
This paper aims to clarify the notion of engagement in MOOCs discussion forums as perceived by students. To do this, we relied on the qualitative approach used by Fredricks et al. (2016) in the context of mathematics and science. The analysis of the
Externí odkaz:
https://doaj.org/article/1b682735c4a046d9b4f3ec32b3b4eb89
Autor:
Gaëlle Molinari, Elsa Schneider
Publikováno v:
Distances et Médiations des Savoirs, Vol 32 (2020)
The objective of this study is to explore the potential of tangible design to support volition in distance learning. Semi-structured interviews were conducted with 6 students with the aim of focusing on their distance learning experience. The interpr
Externí odkaz:
https://doaj.org/article/cebc01df71e54cdc8420534eaa4ebc5a
Publikováno v:
Frontiers in Psychology, Vol 11 (2020)
Collaborative problem-solving has been gaining attention as more and more students and employees work together all around the world to find solutions to complex problems. This trend goes hand in hand with a growing interest in the role of affective p
Externí odkaz:
https://doaj.org/article/4d06b709b5e04ac9bc85e7b88204bfd0
Autor:
Gaëlle Molinari, Bruno Poellhuber, Jean Heutte, Elise Lavoué, Denise Sutter Widmer, Pierre-André Caron
Publikováno v:
Distances et Médiations des Savoirs, Vol 13 (2016)
The authors describe the theoretical and methodological approaches they use in their research when studying the phenomena of engagement and persistence in distance learning settings. This paper is organized into three sections corresponding to three
Externí odkaz:
https://doaj.org/article/5a01032c3f0041e6819f87cf73f22505
Publikováno v:
Revue Internationale de Pédagogie de l’Enseignement Supérieur, Vol 39
This mixed instrumental case study explores the factors of engagement in MOOC discussion forums as perceived by students at the University of Geneva. To this end, data from 127 questionnaire responses and 11 semi-structured interviews were analysed t
Externí odkaz:
https://doaj.org/article/cf36d325f33a4db483473747e0404ec8
Autor:
Kristine Balslev, Barbara Fouquet-Chauprade, Charles Heimberg, Sandrine Aeby Daghé, Andreea Capitanescu Benetti, Maryvonne Charmillot, Frédérique Giuliani, Olivier Maulini, Gaëlle Molinari, Alain Muller, Manuel Perrenoud, Christophe Ronveaux, Emmanuel Sander
Publikováno v:
Raisons éducatives. :13-22
Publikováno v:
Raisons éducatives. :41-64
Resume – Le domaine de l’apprentissage collaboratif reunit des approches pedagogiques se fondant sur l’importance des interactions sociales et de la collaboration pour favoriser l’apprentissage. Les theories associees a ce domaine sont nombre
Publikováno v:
Raisons éducatives. :5-15