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Chapitre D'ouvrage Année : 2020

Towards a Model of Learner-Directed Learning: An Approach Based on the Co-construction of the Learning Scenario by the Learner

Résumé

To improve the learning process, the evolution of learner's characteristics (cognitive, affective, prior knowledge, workflow, organization, ...) must be taken into account during the personalization or adaptation. This requires generating several scenarios (a description of activities, their order and links in the learning sequence as well as the expected outcome for the learner) adapted to the identified profiles. We propose a model which aims at improving learners' learning processes by giving them control over two key aspects: (1) the steps of the learning scenario to be followed: after each learning goal is completed, the learner chooses the next one among several possible ones (in terms of their current knowledge) while respecting pedagogical constraints (time and quality of the solutions produced according to satisfaction thresholds); (2) the assessment mode: the learner chooses a mode corresponding to their own goals in terms of mastery, while respecting the minimum thresholds set by the teacher. We assess our approach with learners in terms of (a) adequacy of the model with learners' expectations and (b) usability of the system through self-report questionnaires and an analysis of the data collected over 16 learners who used an implementation of our system on the LMS (Learning Management System) in the context of a real computer course. The results reveal that our model is mostly well-received, that various scenarios are indeed followed by the learners and that the 3 assessment modes have been used by learners.
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Dates et versions

hal-03004396 , version 1 (13-11-2020)

Identifiants

Citer

Guy Merlin Mbatchou Nkwetchoua, François Bouchet, Thibault Carron, Philippe Pernelle. Towards a Model of Learner-Directed Learning: An Approach Based on the Co-construction of the Learning Scenario by the Learner. Online Teaching and Learning in Higher Education, Springer, pp.41-63, 2020, Cognition and Exploratory Learning in the Digital Age, 978-3-030-48190-2. ⟨10.1007/978-3-030-48190-2_3⟩. ⟨hal-03004396⟩
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