Differences in VLE adoption: longitudinal and large-scale analysis of contextual effects on French teachers' TEL practices
Résumé
Against the widespread use of virtual learning environments (VLEs) in French schools, this research examines their adoption by primary and secondary school teachers by detecting digital maturity profiles based on activity traces. The aim is to analyze the diversity and intensity of the activities carried out in VLEs to identify these profiles and better understand the conditions of their emergence. Based on the statistical processing of VLE data from 144,900 teachers in three academies over 2 school years, we constructed three indicators (MatU, MatD, MatF) to qualify the use in terms of combination, diversity, and frequency of VLE services used. The results reveal five general profiles that differ according to the academic district, the level of education, or the period in which the VLE was deployed. This shows that digital maturity is strongly linked to contextual variables. These profiles suggest that some contexts favor the adoption of complex, collaborative uses, especially in schools that adopted VLE just after the health crisis. The study thus highlights the role of the institutional framework in structuring and sustaining the use of digital technologies in education.