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Master Thesis

Pédagogie en FAD : adapter la formation à distance aux profils des utilisateurs

Abstract : The Family Allowance Fund will have to adapt in the coming months to significant organizational changes. In this context, the choice was made to use digital tools for remote work. The methods of internal training implemented so far (presential and synchronous) no longer meet expectations. Indeed, within the organization, it is clear that users are familiar with digital tools but in many cases fail to use them. Our study focuses on verifying a pedagogical proposal for employees in distance learning situations and answering this specific request from the Cher Family Allowance Fund. We have therefore sought to understand the richness of this environment including the capacity and motivation to use the digital necessary for the implementation of distance learning to offer alternatives based on their profile. For that we evaluated on two groups of agents of 40 employees remotely trained the current method called declarative (based on rules) and a procedural method (based on procedures). We have taken the theoretical postulate of a better result of skills acquisition by the latter. The study found that the procedural format gives better learning outcomes than the declarative format, that the quality in itself between the two formats is almost identical, and that the level of ICT competence of the learner was a facilitator in all cases. The results as well as the population of the participants in the FAD (being identical to that of the Cher's CAF, as that of the Social Security), therefore make it possible to show that for the Cher Family Allowance Fund, it was necessary to set up ADFs taking these results into account.
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Master Thesis
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Submitted on : Thursday, December 12, 2019 - 11:28:06 AM
Last modification on : Tuesday, October 12, 2021 - 5:20:41 PM
Long-term archiving on: : Friday, March 13, 2020 - 5:38:46 PM


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  • HAL Id : dumas-02406784, version 1


François Pasquier. Pédagogie en FAD : adapter la formation à distance aux profils des utilisateurs. Education. 2019. ⟨dumas-02406784⟩



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