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La performativité du MOOC sur les représentations de l’apprenant : le cas du parcours MOOCLead
Cascioli, Fiammetta

Published25 June 2020
InstitutionHESAM Université
CountryFrance, Europe

ABSTRACT
Les MOOC constituent des outils d’apprentissage innovants (Christensen, 2013). Ils ont une portée amplificatrice (Christensen, 2013) et comptent parmiles technologies d’apprentissage à distance ayant recueilli de nombreuxsuccès depuis 2012 (Egloffstein, 2018). Ainsi, ils ontdisrupté le monde de la formation en entreprise (Karnouskos, 2017) et peuvent constituer des dispositifs à même de transmettre valeurs et enseignement en entreprise (Aquatella, 2016), permettant à l'apprenant d'acquérir des connaissances et de les appliquer dans un domaine professionnel (Rafiq & al. 2019).

La recherche existante étantassez limitée en termes d'analyse de l'impact des MOOC sur l'apprentissage en entreprise (Asuncion, 2014, Karnouskos, 2017, Egloffstein, 2018), l'objectif de cette recherche est de combler ce vide. Sur la base de l’hypothèse de Cox (2013), selon laquelle le numérique permet d’atteindre une performativité sur les représentations des apprenants, la recherche étudiela portée performative du MOOC: quelle est la capacité des énoncés constituant le MOOC de modifier les représentations, « le monde des descriptions » (Laurillard, 2002) des apprenants en entreprise? En quoi vient-il modifier comportements et par conséquent identités managériales (Harding,2003cité par Aggeri, 2017)?

L’analyse ainsi menée sur la base du MOOC managérial le plus suivi en France (233886 participants au cours desix sessions) a permis de démontrer que c’est bien parce que les participants percevaient le MOOC comme un dispositif de nature innovante, permettant la flexibilité et la personnalisation des apprentissages, qu’ils s’attendaient à ce qu’il exerce une performativité sur leurs représentations managériales. Cette recherchea aussi apporté des précisions quant aux modalités de suivi selon le profil managérial (junior, middle ou senior manager) et le genre. Il a en outre été établi qu’un MOOC managérial, suivi par des salariés d’entreprise, pour exercer leurperformativité sur le contexte managérial des participants, devrait idéalement être : articulé, flexible, progressif dans les apprentissages, aligné avec les valeurs de l’entreprise et les attitudes des personnesau sein de l'organisation. Ce travail a ainsi rendu possible l’explicitation des facteurs clés qui permettent l’évolution des représentations et la modification des comportements en entreprise grâce au numérique.

ABSTRACT
MOOCs are innovativelearning tools (Christensen, 2013). They have the capability to "amplify" the learning experience (Christensen, 2013) and have been among the most successful distance learning technologies deployed since 2012 (Egloffstein, 2018). MOOCs have disrupted the world of in-company training (Karnouskos, 2017) and can be used as a means of transmitting values and teaching (Aquatella, 2016), enabling employees to acquire knowledge and apply it in a specific professional field (Rafiq et al. 2019).

Existing literature is rather limited in terms of analysing the impact of MOOCs on learning within companies (Asuncion, 2014, Karnouskos, 2017, Egloffstein, 2018) and the aim of this research is to fill this gap. On the basis of Cox's (2013) hypothesis, according to which digital technology makes it possible to achieve on learner representations, this research studies the performative scope of MOOC. The question asked is therefore: what is the capability of the statements constituting MOOC to modify representations, "the world of descriptions" (Laurillard, 2002) of learners in companies? How does it modify behaviour and consequently managerial identities (Harding, 2003 cited by Aggeri, 2017)?

The analysis conducted in the field of the most widely followed managerial MOOC in France (233,886 participants in six sessions) showed that it was indeed because the participants perceived the MOOC as an innovative device, allowing flexibility and personalization of learning, that they expected it to have a positive impact on their managerial representations. This research also clarifies the follow-up methods according to themanagerial profile (junior, middle or senior manager) and gender. In addition, it establishes that a managerial MOOC, followed by employees should ideally be: articulated, flexible, progressive in learning, aligned with the company's values and the attitudes of people within the organisation.

This work has therefore made it possible to explain the key factors that enable the evolution of representations and the modification of behaviour in the company thanks to digital technology.

Keywords apprentissage · innovation · MOOC · performativitĂ© · sociomatĂ©rialitĂ© · impact · management · leadership · entreprise · rĂ©flexivitĂ© · performativity · sociomateriality · company · reflexivity

LanguageFrench
RefereedYes
URLhttps://tel.archives-ouvertes.fr/tel-02901905/document
Export optionsBibTex · EndNote · Tagged XML · Google Scholar



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