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Communication Dans Un Congrès Année : 2017

Undergraduate Students’ Failure in France: Mentoring Strategies to Enhance Self-direction in Learning

Résumé

Several researchers have shown that self-direction in learning is necessary to succeed university studies (Coulon, 2005; Annoot, 2012). The aim of this research is to investigate lecturer-students relational landscape in blended learning and to identify the most efficient mentoring strategies that lecturers can adopt to enhance students’ self-direction. Our findings will be used in Tremplin Réussite program, which is a complementary training program designed for students who have failed their first year at the University of Strasbourg and University of Haute-Alsace. To achieve the French government’s higher education goals, and according to literatures which study blended learning and its benefits, some blended courses have been designed. Indeed, it has been highlighted that several aspects, such as communication tools, training modalities, including teaching approaches and lecturers’ mentoring postures, can influence students’ learning outcomes. Since students’ failure rate remains high, it would be interesting to investigate the mentoring strategies adopted by lecturers in blended learning. Our main hypothesis is that students develop significantly their self-direction in learning when their lecturer adopts a student-centred teaching approach and conceives a learner-centred environment in which his/her mentoring posture is less directive. A French translation of the Approach to Teaching Inventory is used to identify lecturers’ teaching approaches. Some observations of the lecturer’s activities have also been performed to identify their mentoring roles. Students have been also asked to answer a questionnaire measuring their self-direction in learning before and after attending their course. Preliminary results have shown that lecturers are more likely to design their blended learning environment as teacher-centred. To analyse further results, other observations as well as questionnaires responses are expected.
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Dates et versions

hal-03763903 , version 1 (29-08-2022)

Identifiants

  • HAL Id : hal-03763903 , version 1

Citer

Dina Adinda, Pascal Marquet. Undergraduate Students’ Failure in France: Mentoring Strategies to Enhance Self-direction in Learning. 16th European Conference on E-Learning (ECEL 2017), Oct 2017, Porto, Portugal. pp.577-579. ⟨hal-03763903⟩
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