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                <title xml:lang="en">Schemas, presentation and retention of information: Three studies in the MOOC context</title>
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                <title level="j">Distances et Médiations des Savoirs</title>
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              <p>This article proposes to establish a taxonomy of schemas from the fields of psychology of education and semiotics. We chose the MOOCs as a field of study as they represent today one of the many modalities of access to information. The latter requires internet-learners capacities to hierarchize it according to its relevance, as well as retention abilities. At the end of our first study, which consists in systematically identifying the schemas inside 50 MOOCs, we identify two different natures of contents represented by the schemas (descriptive and prescriptive) as well as two different types of graphic arrangement of the conveyed information (sequenced scheduling and content plan). Our 2nd study, conducted among content developers for the MOOC CerticeScol, confirms this taxonomy. Finally, an experiment conducted among students in a Teachers’ School (N = 62) reveals that the sequenced scheduling schema type allow better retention of information than the content plan type (p = .024, η2p = .081).</p>
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              <p>Este artículo propone establecer una taxonomía de esquemas a partir de la psicología de la educación y la semiótica. Elegimos los MOOC como un campo de estudio porque hoy representan una de las muchas modalidades de acceso a la información. Este último requiere que los estudiantes de Internet prioricen las capacidades de acuerdo con la relevancia de la información, así como su retención. Después de nuestra primera encuesta, que fue identificar sistemáticamente los esquemas presentas en 50 MOOC, se identificaron dos tipos de contenidos que se muestran en los diagramas (descriptivos y prescriptivos) y dos tipos diferentes de diseño gráfico de ésta información (programación secuenciada y plan de contenido). Nuestra segunda encuesta de desarrolladores de contenido para el MOOC CerticeScol confirma esta taxonomía. Finalmente, un experimento realizado con estudiantes de una escuela de profesores (N = 62) revela que los esquemas de tipo de programación secuenciada permitieron una mejor retención de información que el tipo de plan de contenido (p = 0.024, η2p = 0.081).</p>
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              <p>Cet article se propose d’établir une taxonomie des schémas à partir de la psychologie de l’éducation et de la sémiotique. Nous avons choisi les MOOC comme terrain d’étude, car ils représentent aujourd’hui une des nombreuses modalités d’accès à l’information. Cette dernière requiert de la part des apprenants des capacités de hiérarchisation en fonction de la pertinence de l’information, ainsi que sa rétention. A l’issue de notre première enquête, qui a consisté à relever systématiquement les schémas présents dans 50 MOOC, nous avons dégagé deux natures différentes de contenus représentés par les schémas (descriptives et prescriptives) ainsi que deux types différents d’agencement graphique de ces informations (en ordonnancement séquencé et en plan de contenu). Notre seconde enquête menée auprès de concepteurs de contenus pour le MOOC CerticeScol confirme cette taxonomie. Enfin, une expérimentation menée auprès d’étudiants en ESPE (N=62) révèle que les schémas de type ordonnancement séquencé ont permis une meilleure rétention de l’information que le type plan de contenu (p = 0,024 ; η2p = 0,081).</p>
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