Le modèle d’ « organizing » de Weick : un cadre pertinent pour l’analyse de l’enseignement à distance (notice n° 650897)
[ vue normale ]
| 000 -LEADER | |
|---|---|
| fixed length control field | 03078cam a2200301 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250121184911.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Marsal, Christine |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Le modèle d’ « organizing » de Weick : un cadre pertinent pour l’analyse de l’enseignement à distance |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2021.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 13 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Les exigences de l’économie de la connaissance, l’élévation régulière des qualifications requises pour exercer tel ou tel métier, nécessitent la mise en place de dispositifs de formation tout au long de la vie. Les dispositifs d’enseignement à distance tels que MOOC1, SPOC2, enseignements hybrides font l’objet d’une attention soutenue tant de la part des managers que des professionnels de l’éducation. Ces dispositifs s’inscrivent dans un environnement variable, ambigu dans lequel le statut de connaissance pertinente évolue régulièrement. De fait, les enseignements à distance peuvent être source de désordre, d’ambiguïté et d’équivocité. L’utilisation du cadre théorique de Weick (1995,2001) concerne précisément l’équivocité de l’environnement. Dans ce contexte, nous cherchons à mieux connaître la systémique actions/interactions dans le cadre de deux dispositifs d’enseignement en comptabilité. Les résultats indiquent que le processus de création de sens se construit essentiellement sur les actions proposées. La phase d’équivocité semble être plus « longue » dans les enseignements à distance. Les étudiants à distance consultent moins les ressources du cours, interagissent moins entre eux, et obtiennent de moins bons résultats académiques. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | The requirements of the knowledge economy require lifelong training schemes to be introduced. Distance learning schemes such as MOOC, SPOC and hybrid teaching are receiving sustained attention from both managers and education professionals. These arrangements are part of a variable, ambiguous environment in which the relevant knowledge status changes regularly. In fact, distance learning can be a source of disorder, ambiguity and equivocity. We use of the theoretical framework of Weick (1995,2001), whose starting point is precisely the equivocity of the environment. In this context, we seek a better understanding of sensemaking process inside tow online courses. Results show that sensemaking process is based on activities for all the courses. We find that equivocity is more challenging for online students, their involment is more variable, they obtain poor grade comparing to the others students. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Enseignement à distance |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | interactions |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | connaissances |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Weick |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | sensemaking |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | On |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | interactions |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Weick |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | knowledge |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | line course |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | sensemaking |
| 786 0# - DATA SOURCE ENTRY | |
| Note | @GRH | 39 | 2 | 2021-05-31 | p. 61-83 | 2034-9130 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-agrh1-2021-2-page-61?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-agrh1-2021-2-page-61?lang=fr&redirect-ssocas=7080</a> |
Pas d'exemplaire disponible.
Réseaux sociaux