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La participation à des communautés en ligne, une e-formation en ligne peu étudiée

Olivier Las Vergnas 1, 2 
1 Trigone-CIREL
CIREL - Centre Interuniversitaire de Recherche en Education de Lille - ULR 4354 : EA1038
Abstract : This chapter focuses on online practices that are not motivated by a desire to learn, but which nevertheless significantly develop knowledge beyond that related to the use of navigation tools. This type of activity, identified by researchers in other disciplines, has not yet been the subject of much research in the educational sciences: publications in this discipline are mainly focused on devices specially designed as part of intentional training projects, such as Massive Open Online Courses (Mooc), serious games or learning enabling environments. Based on case studies, this chapter presents and characterizes such activities, referred to here as "informal e-learning". They develop in contexts that favour gradual integration into communities of practice, such as techno-scientific leisure, DIY, chronic health problem solving and work. The analysis of these cases leads to the clarification of the limits of the typologies generally used to describe informal learning. This confirms the fact that this field of online informality offers the opportunity - essential for the evolution of educational models and e-learning - to study the construction of highly developed knowledge, under the sole motivation of solving problems and increasing its power to act, without there being an intentional project to learn.
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Contributor : Olivier Las Vergnas Connect in order to contact the contributor
Submitted on : Thursday, May 23, 2019 - 12:34:34 AM
Last modification on : Tuesday, December 6, 2022 - 12:42:12 PM


  • HAL Id : halshs-02137366, version 1


Olivier Las Vergnas. La participation à des communautés en ligne, une e-formation en ligne peu étudiée. Jézégou, A. (dir). Traité de la e-Formation des adultes., De Boeck Université, 2019, 9782807323001. ⟨halshs-02137366⟩



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