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Etude didactique et conception d'une plate-forme d'enseignement à distance d'un contenu en algorithmique. Implications pour la conception d'un MOOC en ingénierie

Abstract : The work presented in this thesis is part of a broader issue of study and design of MOOCs (Massive Open Online Courses). It focuses more particularly on the didactic study of an algorithmic MOOC designed for undergraduate students at Hassan First University (Morocco). This work is part of a comprehensive approach and aims more specifically to understand the process of developing algorithmic content conveyed by the MOOC and how learners construct basic knowledge essential to the course. Considering MOOC as a didactic device, two approaches : didactic and epistemological of algorithmic have been articulated. The notion of didactic performance is mobilized to examine the learning strategies adopted by students. By using discussion forums and mobilizing a questionnaire and semi-structured interviews, the discourses of students were analysed in order to characterize the constructed content, the didactic performance and the difficulties encountered by students.The characterization of the design of the MOOC highlights two steps : 1) identification of the essential concepts in algorithmics :variable, basic instructions, conditions, loops and their organization into learning units 2) development of a pedagogical scenario by describing the learning tasks of the pedagogical units and their organisation, and, on the other hand, that the course is also adapted to the massification of audiences, in particular by decreasing the hourly workload and demanding few prerequisites.The results show that students constructed two types of content: conceptual knowledge (condition, loop and procedural knowledge (analysis of a problem, decomposition of a problem, etc.). Students showed more interest in cognitive and technical didactic performances to build, step by step, content. More specifically, students constructed algorithmic content by making greater use of these learning strategies 1) elaboration strategies (linking the content with previous knowledge) and organization strategies such as the use of flowcharts 2) technical strategies in terms of mobilizing MOOC videos. The results also show that although students have been particularly successful in analysing problems (determination of input and output objects), some difficulties remain, such as passing from analysing problems to elaborating algorithms.These results can not only provide MOOC instructional designers with the necessary elements for content development, but also improve didactic research on MOOCs by providing researchers with elements for the study of MOOCs, taking into account the specificity of their content.
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Abdelghani Babori. Etude didactique et conception d'une plate-forme d'enseignement à distance d'un contenu en algorithmique. Implications pour la conception d'un MOOC en ingénierie. Education. Université Charles de Gaulle - Lille III; Université Hassan Ier (Settat, Maroc), 2019. Français. ⟨NNT : 2019LIL3H056⟩. ⟨tel-02534998⟩

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