A choice of differentiated pathways for a flexible distance learning course in a university context
Article Sidebar
Main Article Content
Abstract
This article presents an asynchronous distance-learning university course in the didactics of French as a Foreign Language (FFL), which for two consecutive years offered students the possibility of choosing between three differentiated learning pathways. The characteristics of these three paths are described in terms of content, learning modes and assessment. The article proposes certain hypotheses concerning the flexibility of the course and the impact this openness may have on learning. It examines the ways in which students make use of the choices on offer, and the parameters that guide their choice of entry into a given learning pathway. It then attempts to draw up an assessment of these two years, based on anonymous end-of-semester questionnaires collected from students on this course.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
References
An, D. et Carr, M. (2017). Learning styles theory fails to explain learning and achievement: Recommendations for alternative approaches. Personality and Individual Differences, 116, 410-416. http://doi.org/10.1016/j.paid.2017.04.050 DOI: https://doi.org/10.1016/j.paid.2017.04.050
Blanvillain, O. (2022). The perceived effectiveness of an online course: A comparison between two types of student audience. Dans E. Chaika (dir.), Second Language Teaching in the Digital Era: Perspectives and Practices. Cambridge Scholars Publishing.
Boulet, A., Savoie-Zajc, L. et Chevrier, J. (1996). Les stratégies d'apprentissage à l'université. Presses de l'Université du Québec.
Bourassa, M. (1997). Le profil fonctionnel : l'apport de la neuropsychologie à l'adaptation scolaire. Les difficultés d'apprentissage. Éducation et francophonie, 25(2), 7-26. DOI: https://doi.org/10.7202/1080656ar
Chachkine, E. (2014). La résolution collective d’énigmes linguistiques : une approche de la grammaire pour le public LANSAD ?, Recherche et pratiques pédagogiques en langues, 28(3). https://doi.org/10.4000/apliut.4943 DOI: https://doi.org/10.4000/apliut.4943
Entwistle, N. et Karagiannopoulou, E. (2014). Perceptions of assessment and their influences on learning. Dans C. Kreber, C. Anderson, N. Entwistle et J. McArthur (dir.), Advances and Innovations in University Assessment and Feedback, (p. 75-98). Edinburgh University Press. DOI: https://doi.org/10.3366/edinburgh/9780748694549.003.0005
Guély Costa, É. (2022). Distance, ouverture et autonomisation : quelques réflexions. Recherches en didactique des langues et des cultures, 19(2). https://doi.org/10.4000/rdlc.10980 DOI: https://doi.org/10.4000/rdlc.10980
Hensler, H. (1992). Élaboration d’une conception de l’enseignement et de la formation des enseignants dans le domaine des stratégies d’apprentissage [thèse de doctorat, Université de Montréal, Canada].. Papyrus. http://hdl.handle.net/1866/39859
Jézégou, A. (2007). La distance en formation. Premier jalon pour une opérationnalisation de la théorie de la distance transactionnelle. Distances et savoirs, 5(3), 341-366. https://shs.cairn.info/revue-distances-et-savoirs-2007-3-page-341 DOI: https://doi.org/10.3166/ds.5.341-366
Krätzig, G. P., et Arbuthnott, K. D. (2006). Perceptual learning style and learning proficiency: A test of the hypothesis. Journal of Educational Psychology, 98(1), 238–246. https://doi.org/10.1037/0022-0663.98.1.238 DOI: https://doi.org/10.1037/0022-0663.98.1.238
Meirieu, P. (n.d.). Pédagogie différenciée. Petit dictionnaire de pédagogie. https://www.meirieu.com/DICTIONNAIRE/pedagogie_differenciee.htm
Taxonomie de Bloom révisée (Anderson et al.). (2025, 14 mai). Dans Wiki-TEDia. https://wiki.teluq.ca/wikitedia/index.php,
Wanner, T., Palmer, E., et Palmer, D. (2021). Flexible assessment and student empowerment: advantages and disadvantages – research from an Australian university. Teaching in Higher Education, 29(2), 349–365. https://doi.org/10.1080/13562517.2021.1989578 DOI: https://doi.org/10.1080/13562517.2021.1989578