Skip to Main content Skip to Navigation

Dimension socio-affective et abandon en formation ouverte et à distance

Abstract : The drop out in open and distance learning (ODL) is an important issue both for the learners and training organizations, whether for economic, social or image (self-image or brand image). The accompanying needs of learners are both technical, cognitive and meta-cognitive, and affective. The latter particularly interest us in this thesis to understand the drop out. To take account of the social dimension of the person and his relationship with teachers, peers or family, we will discuss socio-emotional dimension. To better define this dimension and understand the issues of mediated communication and the distance in training (as a social and technical object), we mobilize some authors from different disciplines of the humanities: Researchers in science of information and communication , psychologists and researchers in science education. We propose to characterize the socio-emotional dimension, thought of as a system, by an integrative model of emotions and sentiments offered by all of these researchers. This aspect will be studied in relation to the notion of persistence, which is the opposite of drop out. We wonder what are the socio-emotional factors behind the drop out in distance learning, or conversely perseverance? The importance of interactions within (with teachers and other learners) and outside the training device (with family) and individual factors of learners (eg sociodemographic) are questioned. To answer these questions, an investigation into two parts (in beginning - expectations - and in end of training - experience) and semi-directive interviews were conducted. The first results reflect the differences between initial expectations and experiences of training, more or less important according learners. The drop out appears explainable by analyzing the socio-emotional dimension, especially in relations with the actors of the device. While some students suffer isolation due to a lack of relationship with teachers, others compensate by establishing a relationship with their peers. Finally, relatives occupy an essential place for learners who live in families and are waiting their support.
Complete list of metadata

Cited literature [150 references]  Display  Hide  Download
Contributor : ABES STAR :  Contact
Submitted on : Friday, July 17, 2015 - 12:33:05 PM
Last modification on : Wednesday, October 14, 2020 - 3:46:05 AM
Long-term archiving on: : Sunday, October 18, 2015 - 11:01:26 AM


  • HAL Id : tel-01108344, version 2


Clément Dussarps. Dimension socio-affective et abandon en formation ouverte et à distance. Sciences de l'information et de la communication. Université Michel de Montaigne - Bordeaux III, 2014. Français. ⟨NNT : 2014BOR30060⟩. ⟨tel-01108344v2⟩



Record views


Files downloads