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Interactions hétéro et homo régulées et apprentissages autorégulés en dispositif universitaire de formation et de communication médiatisées

Abstract : This thesis in the field of education and training sciences has made it possible to carry out research on the self-regulated learning of students in university training and mediated communication systems in connection with their homo and hetero-regulatory interactions. It answer the following question: How are the effects of hetero and homo structured interactions characterized on the self-regulation of learners in university training and mediated communication? The approach to answer such a question was based on hypotheses forged by the work of Allal (2007, 2015) on a model of co-regulation of learning and those of Paquelin and Choplin (2003) on the issues of regulations. In order to verify the hypotheses, a quantitative study was carried out on a sample of one hundred and four seventeen students from six French university structures doing online training. The study data were processed and analyzed in order to bring out the IARL (Self-regulation of online learning index) of students in university training and media communication. Then this index, which is a continuous quantitative variable, was compared with groups of qualitative variables determined in the initial hypotheses in order to verify the effect thereof by means of the analysis of variance commonly called ANOVA (Analysis Of Variance) (Chanvril-Ligneel and Le Hay, 2014). These various statistical calculations made it possible to confirm the hypotheses. After these different confirmations, it was then a question of moving to another phase of the research allowing a better understanding of the mechanisms by which homo and hetero-regulated interactions influence the self-regulation of the learner in the university training and communication system. The approach to address this concern was carried out through a qualitative study based on a semi-structured interview guide. Then the qualitative study results were analyzed using conceptualizing categories (Paillé and Mucchielli, 2016). Ten conceptualizing categories have therefore emerged that make it possible to understand the mechanisms by which hetero and homo-regulated interactions influence the self-regulation of student learning in a mediated training and communication system. These are the following conceptualizing categories: contributions of the training structure to the learner's self-regulation, use of web tools outside the techno-pedagogical system, use of the LMS platform by the self-regulated student, self-regulatory interactions with teachers, self-regulating interactions with other students, self-regulated student learning strategies, organization of self-regulated student learning, self-regulated student motivation, self-regulated student autonomy and self-regulated student learning planning .
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Submitted on : Monday, February 14, 2022 - 3:05:08 PM
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Enosch Guelaybe Djiezion. Interactions hétéro et homo régulées et apprentissages autorégulés en dispositif universitaire de formation et de communication médiatisées. Education. Université Paris Cité, 2021. Français. ⟨NNT : 2021UNIP7037⟩. ⟨tel-03573035⟩



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