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There is not a week, nor a day that goes by which does not see the arrival of a new e-learning platform, a new "virtual university", or a new training scheme using a network-based automatic framework. A major issue common to all these phenomena is the way in which the learner is represented. In this context, the learner is seen as basically an autonomous actor, with the accompanying risks of: droppingout from the training, misusing online resources, getting lost in the myriad of choices available online. To avoid such pitfalls, it is necessary to propose a service adapted to the learner, in short, to "better know" who the learner is. This begs the question of how to characterize the learner-user ? How should one monitor learner-users ? How could one define the role of such a user in the learning/training process ? As a reply to such questions, technical solutions are put in place. But, on what principles are these type of solutions based ? Are they in tune with those of the declared learning objectives ? It is in light of this that we examine some solutions adopted by certain platforms and compare them to those adopted in off-line contexts, notably to the area of foreign language training. In doing so, we aim to underline some points to better empower online-learners and thereby increase the efficacy of e-learning systems. |
