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L’influence de la surabondance informationnelle sur le non-recours au tutorat méthodologique en première année universitaire

Abstract : French universities are in crisis because the failure and dropout rates among students have remained high for years. The existing reforms or those being tested are all pursuing the same purpose: achievement. When many assistive devices are now offered to students, this work will be dedicated to the further development of works undertaken on the non-use of methodological tutoring. For this purpose, it will interrogate the variable “information” and will focus on three hypotheses.-Freshmen have limited focusing capacities which do not allow them to make reasonable choices.-Information overload in the first university years does not allow students to use the methodological tutoring. -The “committed” students, who receive clear information about the potential and objectives of this aid scheme and who use it in the best possible manner, succeed.We have used two complementary survey tools to test them.First, twenty-two tutors have been interviewed, as well as the director of studies and university life and three directors of Training and Research Faculty. The results of such qualitative on-site investigations show that methodological tutoring is suffering from lack of information, and efforts must be made in this field. Sources of improvement, in order to inform efficiently the newcomers and increase the attendance rate in tutoring sessions, are thus introduced.Second, 392 freshmen, from the three faculties of the University of Haute-Alsace (UHA), completed questionnaires we gave them. This survey was conducted to determine if undergraduates had been well informed about the potential and objectives of the methodological tutoring and to establish a link between the student using a personalized methodological or educational support and the support mechanism itself in the achievement of the objectives of the plan. The potential of such a tool has been questioned, as well as the characteristics of its users in Ben Abid-Zarrouk’s « modèle d’efficacité individuelle d’un dispositif d’accompagnement méthodologique ou pédagogique » (2013).This research shows that students, who establish optimal achievement strategies, care about information related to the potential of success assistance schemes, find it useful and are then satisfied with it, can make it better than the others, including the tutored ones. So, based upon factor analysis, this cohort can be divided into five classes: “The School-goers”, “The Idle Ones”, The Stragglers”, “The Blameless”, “The Unsuitable Ones”, and eight variables related to tutoring have been characterized.
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Charlotte Pourcelot. L’influence de la surabondance informationnelle sur le non-recours au tutorat méthodologique en première année universitaire. Education. Université de Haute Alsace - Mulhouse, 2015. Français. ⟨NNT : 2015MULH9536⟩. ⟨tel-01331645⟩



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