Résumés
Résumé
Les objectifs de nos travaux étaient de décrire le rôle de la ludification des apprentissages et de la mobilité (apprentissage nomade) dans la motivation des participants à un MOOC, et d’établir d’autres caractéristiques d’un MOOC susceptibles de participer à la motivation des apprenants. Au moyen de deux enquêtes, nous avons interrogé quelque 4 669 participants d’Afrique. Les données recueillies permettent d’abord de brosser un portrait général des principaux avantages et défis rencontrés par les participants à ce MOOC. Nous nous sommes ensuite intéressés à l’impact du MOOC sur la motivation des apprenants. Nous avons cherché à comprendre le rôle des stratégies de ludification mises en place, de même que l’intérêt des apprenants pour les questions d’apprentissage mobile ou nomade dans un MOOC. Nos résultats révèlent notamment que les caractéristiques mises en place dans la structure du MOOC CERTICE participent largement à la motivation des participants. Par ailleurs, les aspects mobiles semblent eux aussi très recherchés par ces derniers.
Mots-clés :
- MOOC,
- formation à distance,
- motivation,
- apprentissage nomade,
- ludification
Abstract
This study aimed to describe how students enrolled in a MOOC can be motivated by gamification, mobile learning modes (nomadic learning), and other MOOC features. We conducted two surveys in a total sample of 4,669 African students. Based on their responses, we paint a broad portrait of the main benefits and challenges as perceived by the students. We then look at how the MOOC impacts student motivation. We wanted to shed light on how current gamification strategies as well as mobile learning modes can encourage students to continue taking a MOOC. The results show that certain features of the MOOC CERTICE program boost student motivation. Mobile capabilities also appear to be highly popular with students.
Keywords:
- MOOC,
- distance learning,
- motivation,
- mobile learning,
- gamification
Parties annexes
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