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Identification des lacunes d’apprentissage et l’intégration des TICE dans les pratiques de soutien pédagogique à distance : Réalités et perceptions des enseignants des SVT en cycle secondaire qualifiant
No full textThis study examines the practices of teachers in detecting distance-learning gaps in students in life and earth sciences at the secondary level. It also explores their mastery and perceptions of educational technologies used for distance pedagogical support. The results could extend to higher education and feed into continued professional development programs for human resources, in order to optimize the effective use of technologies in distance teaching and learning practices. To this end, we administered a closed questionnaire to a qualitative sample of 80 SVT teachers representing the provincial directorates of Salé, Kenitra and Sidi Slimane. This questionnaire was disseminated on the Internet (closed groups of SVT teachers of the qualifying cycle via WhatsApp, Facebook) with the application Google forms. The results of this study show that despite the large number of teachers who have the technical means and basic level of mastery of ICT tools, the use of these tools remains modest in the practices of diagnosis of learning gaps of learners; it reduces the effectiveness of remediation and significantly alters the improvement of learning.
Keywords: Pedagogical support, Learning gaps, ICT, Distance learning.
Classification JEL: I20, I21, I24
Paper type: Empirical ResearchCette étude examine les pratiques des enseignants pour détecter les lacunes d'apprentissage à distance chez les apprenants en sciences de la vie et de la terre au niveau secondaire. Elle explore également leur maîtrise et leurs perceptions des technologies éducatives utilisées pour le soutien pédagogique à distance. Les résultats pourraient s'étendre à l'enseignement supérieur et alimenter les programmes de formation continue et professionnelle des ressources humaines, afin d'optimiser l'utilisation efficace des technologies dans les pratiques d'enseignement et d'apprentissage à distance. À cet effet, nous avons administré un questionnaire fermé à un échantillon qualitatif de 80 enseignants de SVT représentant les directions provinciales de Salé, Kénitra et Sidi Slimane. Ce questionnaire a été diffusé sur Internet (groupes fermés des enseignants de SVT du cycle qualifiant via WhatsApp, Facebook) avec l’application Google forms. les résultats de cette étude montrent que malgré le nombre assez important d’enseignants(tes) qui possède les moyens techniques et niveaux de base de maitrise des outils des TICE, l’utilisation de ces outils reste modeste dans les pratiques de diagnostic des lacunes d’apprentissage des apprenants, cela réduit l’efficacité de la remédiation et altère d’une façon significative l’amélioration des apprentissages.
Mots clés : Soutien pédagogique, Lacunes d’apprentissage, TICE, Enseignement à distance.
JEL Classification : I20, I21, I24
Type du papier : Recherche empiriqu
Identification des lacunes d’apprentissage et l’intégration des TICE dans les pratiques de soutien pédagogique à distance : Réalités et perceptions des enseignants des SVT en cycle secondaire qualifiant
No full textThis study examines the practices of teachers in detecting distance-learning gaps in students in life and earth sciences at the secondary level. It also explores their mastery and perceptions of educational technologies used for distance pedagogical support. The results could extend to higher education and feed into continued professional development programs for human resources, in order to optimize the effective use of technologies in distance teaching and learning practices. To this end, we administered a closed questionnaire to a qualitative sample of 80 SVT teachers representing the provincial directorates of Salé, Kenitra and Sidi Slimane. This questionnaire was disseminated on the Internet (closed groups of SVT teachers of the qualifying cycle via WhatsApp, Facebook) with the application Google forms. The results of this study show that despite the large number of teachers who have the technical means and basic level of mastery of ICT tools, the use of these tools remains modest in the practices of diagnosis of learning gaps of learners; it reduces the effectiveness of remediation and significantly alters the improvement of learning.
Keywords: Pedagogical support, Learning gaps, ICT, Distance learning.
Classification JEL: I20, I21, I24
Paper type: Empirical ResearchCette étude examine les pratiques des enseignants pour détecter les lacunes d'apprentissage à distance chez les apprenants en sciences de la vie et de la terre au niveau secondaire. Elle explore également leur maîtrise et leurs perceptions des technologies éducatives utilisées pour le soutien pédagogique à distance. Les résultats pourraient s'étendre à l'enseignement supérieur et alimenter les programmes de formation continue et professionnelle des ressources humaines, afin d'optimiser l'utilisation efficace des technologies dans les pratiques d'enseignement et d'apprentissage à distance. À cet effet, nous avons administré un questionnaire fermé à un échantillon qualitatif de 80 enseignants de SVT représentant les directions provinciales de Salé, Kénitra et Sidi Slimane. Ce questionnaire a été diffusé sur Internet (groupes fermés des enseignants de SVT du cycle qualifiant via WhatsApp, Facebook) avec l’application Google forms. les résultats de cette étude montrent que malgré le nombre assez important d’enseignants(tes) qui possède les moyens techniques et niveaux de base de maitrise des outils des TICE, l’utilisation de ces outils reste modeste dans les pratiques de diagnostic des lacunes d’apprentissage des apprenants, cela réduit l’efficacité de la remédiation et altère d’une façon significative l’amélioration des apprentissages.
Mots clés : Soutien pédagogique, Lacunes d’apprentissage, TICE, Enseignement à distance.
JEL Classification : I20, I21, I24
Type du papier : Recherche empiriqu
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Technologies Immersives dans la Formation Professionnelle au Maroc : Étude de Cas de l'OFPPT
Get PDFCet article explore l'intégration des technologies de la réalité augmentée (RA) et de la réalité virtuelle (RV) dans les programmes de formation professionnelle au Maroc, en se concentrant sur le cas de l'OFPPT (Office de la Formation Professionnelle et de la Promotion du Travail). À travers une approche théorique basée sur l'analyse documentaire et la revue de littérature, l'article examine les avantages, les défis et les applications pratiques de ces technologies dans divers secteurs, notamment le Bâtiment et les Travaux Publics (BTP) et la Santé.
Les résultats montrent que l'utilisation des casques RA et RV, tels que Magic Leap et Oculus, améliore l'engagement des apprenants, la rétention des connaissances et la confiance dans l'application des compétences. Cependant, des défis persistent, tels que les coûts initiaux élevés et la nécessité de former adéquatement les formateurs.
Des études de cas spécifiques et les résultats d'un questionnaire envoyé aux formateurs révèlent des insights précieux sur l'impact de ces technologies immersives et les stratégies pour optimiser leur utilisation
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
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