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Styles d'apprentissage et rendements académiques dans les formations en ligne.

Abstract : The undergoing doctorate study entitled “Learning style and learning performance in a e-learning context” is a descriptive integrated research, combining both qualitative and quantitative data. The goal of the research is to answer the following specific question: “What is the established relationship between learning style and learning performance of an adult-student in the specific domain of e-learning? “

The basis which was used for the analysis of the qualitative and quantitative data was based on three main principles: the apprenticeship in e-learning context, the learning style and the learning performance. These principles are to be put in direct relationship with the adult education (andragogy) theories and more specifically with the theory of experiential learning. The questions and hypotheses which were elaborated on are based on the crossings between these various principles.

The quantitative data was collected from a sample of 105 students whom were registered in three mandatory courses (INF 5100, INF 9002 and INF 9003) imposed in the curriculum for the certificate of Applied Data Processing (IAO-4380) from Tele-University. Two questionnaires were submitted to the students: a questionnaire of socio-demographic data and technical skills and another for identifying the learning style: The Learning Style Questionnaire, french version (LSQ-F) from Fortin, Chevrier, Théberge, Leblanc and Amyot (2000). Furthermore, added to this quantitative information, it is also recommended to take into consideration the 72 learning performance results. The qualitative data were collected from a sample of 15 students, following the making of a semi-directed interview lasting approximately an hour. This sample was elaborate according to the method of the quotas.

The analysis of the quantitative information enabled us to determine: 1) the characteristics of the sample (demographic, social and professional characteristic and technical abilities); 2) the learning style (basic learning style; single and composed learning style; analysis of the principal components; role played by preference level); 3) possible relationship between: learning style and genders; learning styles and social-professional; learning styles and field of study; learning styles and field of research; and finally learning style and learning performance.

Subsequently, we carried out the analysis of the qualitative data in order to confirm, withdraw and supplement the quantitative information and in order to determine: 1) the perception of the students of their own style of learning and 2) the direction given by the students towards their own situation of learning. The analysis of contents was retained like working method for the data processing qualitative. We carried out the analysis of the latent content by retaining only the units of direction carrying information relating to the question of research.
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Contributor : Violaine Page-Lamarche <>
Submitted on : Wednesday, September 6, 2006 - 3:43:08 PM
Last modification on : Monday, October 19, 2020 - 11:06:52 AM
Long-term archiving on: : Monday, April 5, 2010 - 11:32:55 PM


  • HAL Id : tel-00091531, version 1



Violaine Page-Lamarche. Styles d'apprentissage et rendements académiques dans les formations en ligne.. domain_stic.educ. Université de Montréal, 2005. Français. ⟨tel-00091531⟩



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