Extract
[...] The work in the form of QCM allows for a quick response from the student and automatic correction, which would not be possible if the answer had to be developed. In addition, if the student hesitates, the different QCM proposals can remind him of the lesson. The proposal of an index in case of difficulty allows the student not to get stuck, and therefore not to demotivate himself in his learning. Question Review the learning elements/tools you listed in question 1 (minimum and place yourself in a pedagogical analysis perspective. [...]
[...] It is up to them to determine what their learning will be, nothing is imposed on them. Then, at the level of setting objectives and planning their learning, the learner is also completely free to organize themselves as they see fit, according to their personal constraints and possibilities. In fact, according to the objectives sought and the constraints of each (predictable and unpredictable), the learner will plan their learning in a totally different way, which is not the case when following a face-to-face training. [...]
[...] Finally, the fact that there are two versions, a basic one that is free and an advanced one that is paid, can sometimes be a deterrent for some learners. As a result, in terms of potential improvements that could be made to the platform, the fact of developing other supports than the MCQ seems interesting as it allows for the development of other skills. Similarly, being able to discuss with professionals (researchers, teachers . can allow learners who wish to develop or question a point of the lesson. [...]
[...] How can he allow them to remain mobilized from a cognitive point of view in this progression? To be able to transmit a level of knowledge equivalent to all his students despite different starting knowledge, the teacher can play on different pedagogical effects, which he will adapt and use according to the skills and personalities of the students facing him. These different effects are: effect of non-specification of the goal, effect of the solved problem, effect of the problem to be completed, effect of shared attention, effect of modalities, effect of redundancy, effect of interactivity between elements, effect of variety of examples, effect of progressive disappearance of guidance, effect of imagination, effect of self-explanation, effect of transitory information and effect of collective work memory. [...]
[...] Question What are the weak points and strong points of this platform according to you? What would be your recommendations for improvement? (minimum 30 lines) This distance learning platform has many strengths, particularly with regard to the construction of knowledge in an autonomous manner and the possibility of self-training thanks to the self-regulation tools for learning seen previously, and which are numerous on this platform. Among the strong points of this platform, it is possible to cite the fact that the lessons are short, which makes it possible on the one hand to avoid boredom and dropout of learners, and to be able to interrupt their learning at the end of a lesson, and not in the middle of it (which would risk forcing the learner to review everything from the beginning). [...]
