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La performativité du MOOC sur les représentations de l’apprenant : le cas du parcours MOOCLead

Abstract : MOOCs are innovative learning tools (Christensen, 2013), have an amplifying effect (Ceci, 2018) and have disrupted the world of in-company training (Karnouskos, 2017) On the basis of Cox's (2013) hypothesis, according to which digital technology allows the achievement of performativity on learner representations, research studies the performative impact of MOOC on the representations, "the world of descriptions" (Laurillard, 2002) of learners in companies. It thus analyses the dynamics of behavioural change and, consequently, managerial identities (Harding, 2003 cited by Aggeri, 2017). This work has thus made it possible to explain the key factors that enable the evolution of representations and the modification of behaviour in companies thanks to digital technology.
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Fiammetta Cascioli. La performativité du MOOC sur les représentations de l’apprenant : le cas du parcours MOOCLead. Gestion et management. HESAM Université, 2020. Français. ⟨NNT : 2020HESAC010⟩. ⟨tel-02901905⟩

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