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College Teachers’ Social Representations of Pedagogical Mediation and the Process of Mediatization When ICTs Are Used in Blended Learning and Distance Education
PROCEEDINGS

, Université de Sherbrooke, Canada

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA ISBN 978-1-880094-90-7 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This paper looks at the results of an exploratory and descriptive research carried out at the post-secondary level with college teachers integrating information and communications technologies (ICTs) in distance education. This research sought to identify the optimum conditions for implementing pedagogical and instrumental devices that support pedagogical mediation and the process of mediatization with regard to using ICTs in blended learning and distance education. The results obtained made it possible to identify the existence of distinct mediation and mediatization profiles adopted by our participants and the existence of central elements in social representations. Our results also showed the relevance of conducting further research to more fully document the particular reality of pedagogical interventions in distance education in colleges and highlighted the urgent need for understanding the causes of the slow development of its supply and demand as much from Quebec institutions as from the different clienteles.

Citation

Roy, V. (2011). College Teachers’ Social Representations of Pedagogical Mediation and the Process of Mediatization When ICTs Are Used in Blended Learning and Distance Education. In C. Ho & M. Lin (Eds.), Proceedings of E-Learn 2011--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1673-1682). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 15, 2019 from .

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