Supervision : Thibault CARRON

Co-supervision : BOUCHET François

Towards a model to support the learning in Learning Management Systems

This thesis contributes to support learning in Technology Enhanced Learning environment in order to improve the learning process. In a context where we do not have profiles to adapt learning, we have opted for learner-directed learning under the constraints defined by the teacher. We developed to teachers a model to design multi-scenario course. The model inspired on the Competence-based Knowledge Space Theory to which 3 extensions are added to correct its weaknesses in a context of initial or lifelong training. The model is based on learning objectives and prerequisite relationships among them to produce multiple scenarios in a reasonable time. A survey of teachers shows a priori an acceptability of the model. We allow learner to co-construct his scenario during the learning. Co-construction results from the fact that the scenario must respect constraints defined by the teacher to avoid illogical choices that may lead to failure or even dropout. The learning process is based on the choice and change of objectives to achieve and activities to do. A survey of learners shows a priori acceptability of the model. The models are implemented as an integrable plugin in Moodle. An experiment with the teachers allowed them to detect inconsistencies and deficiencies in their courses. We observed a variety of scenarios built by the students.
Keywords : Support of learning, Learner-directed learning, Multi-scenario design, Co-construction of learning scenario, Knowledge Space Theory, Technology Enhanced Learning

2016-2022 Publications

• 2022
  • Kh. Sylla, G. Mbatchou, F. Bouchet : “How does the Use of Open Digital Spaces Impact Students Success and Dropout in a Virtual University?”, 19^th International Conference on Cognition and Exploratory Learning in the Digital Age - CELDA 2022, Proceedings of the 19^th International Conference on Cognition and Exploratory Learning in the Digital Age, Lisbonne, Portugal, pp. 251-258, (ISBN: 978-989-8704-43-6) (2022)
• 2020
  • G. Mbatchou Nkwetchoua, F. Bouchet, Th. Carron, Ph. Pernelle : “Towards a Model of Learner-Directed Learning: An Approach Based on the Co-construction of the Learning Scenario by the Learner”, chapter in Online Teaching and Learning in Higher Education, Cognition and Exploratory Learning in the Digital Age, pp. 41-63, (Springer), (ISBN: 978-3-030-48190-2) (2020)
• 2019
  • G. Mbatchou : “Vers un modèle d’accompagnement de l’apprentissage dans les Leanning Management Systems”, thesis, defence 06/13/2019, supervision Carron, Thibault, co-supervision : Bouchet, François (2019)
• 2018
  • G. Mbatchou, F. Bouchet, Th. Carron, Ph. Pernelle : “Proposing and evaluating a model of co-construction of the learning scenario by the learner”, International Conference Cognition and Exploratory Learning in Digital Age, vol. ISBN: 978-989-8533-81-4, Proceedings of the 15^th International Conference Cognition and Exploratory Learning in Digital Age, Budapest, Hungary, pp. 208-215 (2018)
  • G. Mbatchou, F. Bouchet, Th. Carron : “Multi-scenario modelling of learning”, Actes de la 8^e Conférence sur le Recherche en Informatique et ses Applications, vol. 249, Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, Ziguinchor, Senegal, pp. 199-211, (Springer) (2018)
• 2016
  • G. Mbatchou : “Accompagnement de l’apprentissage/formation : modélisation du scénario pédagogique”, Actes des 6^es Rencontres Jeunes Chercheurs en Environnements Informatiques pour l'Apprentissage Humain, Montpellier, France, pp. 95-100 (2016)