L'autorégulation dans les demandes d'aide d'étudiants universitaires de premier cycle dans un cours en ligne
|Abstract:||This research focuses on requests for help from undergraduate students attending an online course. Specifically, the links of these with self-regulation are studied. Indeed, although asking for help when a difficulty is encountered promotes learning (Nelson-Le Gall, 1981; Puustinen, 2013), few studies on this learning strategy in an online course have been conducted (Koc et Liu, 2016; Puustinen, 2012). Therefore, this thesis aims to better understand requests for help in the context of online courses and pursues the following three specific objectives: 1) Describe requests for help from undergraduate students in an online course; 2) Compare students' requests for help with their declared strategies regarding self-regulation of cognition and behavior; 3) Adapt the model of help-seeking of Puustinen (2013) to undergraduate students in an online course. This descriptive and exploratory research is based on a mixed methodology to collect the declared strategies but also the actual practices of students. Thus, 116 undergraduate students at Laval University who were taking an online course agreed to participate in the research. The online questionnaires they responded to, the e-mails and forum posts they sent, and the meta-data tracking their usage of the learning environment platform were analyzed. The results of the study showed that, overall, students routinely self-regulate regarding their cognition and behavior. Traces of this self-regulation could be detected in their help request messages. This study also revealed that most students did not ask for help, neither by email nor on the discussion forums. The reasons for this behavior could not be identified, but possible explanations are proposed. In addition, several self-regulatory indicators from the Puustinen (2013) model were validated. Additional indicators, not present in Puustinen's research, were added in order to adapt to our context.|
|Document Type:||Thèse de doctorat|
|Open Access Date:||2 August 2019|
|Collection:||Thèses et mémoires|
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