Enseigner et apprendre en ligne: vers un modèle de la navigation sur des sites Web de formation universitaire.

Abstract

This thesis presents a methodology capable of modelling the course of educational browsing of an EIAH user to visualise it in order to interpret it and to anticipate. The learning profiles influence browsing styles in e-learning environment. Based on a methodology able to create models of the browsing behaviour of a user and to anticipate the following step on a platform, our study tries to widen the knowledge of the efficiency of different learning styles. The applied methodology is the analysis of the marks left by the user taken from 63 archives of Web logs including 4637 lines of register and 13 206 possible choices of modules. This research study combines theoretical approaches mixing semiology, sciences of information, cognitive psychology and sciences of education. Three observations have been led, giving information on users' profile, representations of courses and impacts of the mode of learning in the choice of working features offered on the platform.The main contributions are two types: On one hand, the elaboration of a tool converting tracks of files log in signs possible to be visualized as courses of educational browsing. On the other hand, the confirmation of the relationship between ways of learning and styles of browsing giving rise to a method of anticipation of a new choice of module on the digital working platform. The practical applications aim at making exploitable these tracks in university education which can be of use to the elaboration of quality assessments (resources preferred, less used features) and the identification of the needs of educational mediation for clarification of the task or of the process (identified by the emphasis on the module of instructions, on time invested by a group or repeated routes).This thesis addresses mainly persons in charge of integrating ICTS at university level and further, university students and designers of learning tools.