Jean Heutte

MOOC User Persistence

MIS –Mod´elisation Information Syst`eme–lab(EA4290)Universit´e de Picardie Jules Verne (UPJV), Francemarilyne.rosselle@u-picardie.frAbstract. This research explores user persistence in a massive open on-line course (MOOC) that was set up as an experiment before the FrenchMinistry of Higher Education and Research launched in October 2013the French Digital University initiative–a French platform for MOOCs.Persistence was looked into from the perspective of emotions. Digitaltrail data, demographic data and data from six scales were analysed.The scales were Positive A↵ect and Negative A↵ect Scales (PANAS)plus the Flow in Education scales (EduFlow). Results show that manyregistrants logged on, participated in activities and accessed resourcesseldom, while a few persisted and were active. Correlations between per-sistence and residence in Europe or Africa were found as well as patternsrelating to negative a↵ect and to well-being, again linked to geographicvariables.Key words: Massive open online course, MOOC, Persistence, Well-being, A↵ect, Flow

The EduFlow Model: A Contribution Toward the Study of Optimal Learning Environments

The intention of the following chapter is to shed light on primary factors that play a role in defining what we coin as an optimal learning environment, an environment that buttresses an experience of flow for learners (see Chap. 10 by Andersen in this volume). The chapter begins with an overview of flow related research reframed for the purpose of measuring the experience of flow in learning. A longitudinal study of flow experienced by students undertaking a Massive Open Online Course (MOOC) is described. The Flow in Education scale (EduFlow Scale) used in the study is described and the results of the study presented. The results illustrate the potential value and relevance of measuring flow in learning as well as the relation to the extended concept of cognitive absorption. We conclude the chapter with a presentation of a model of heuristic learning: the Individually Motivated Community model. The model builds upon three major theories of the self: Self-Determination, Self-Efficacy and Autotelism-Flow.

Relation entre l'intérêt et le bien-être au collège et au lycée.

This research examines the relationship between interest and well-being based on data collected from 1,192 high school and school students in four different grades (6th, 9th, 10th, 12th). Three dimensions of interest (school, French, mathematics) are measured using the multidimensional scale of academic interest (EMIA). These three dimensions are related to school satisfaction and global life satisfaction. The results show a decline in interest from grade 6th to grade 9th for academic interest and French interest. A similar decrease in interest in mathematics is also observed but continues to 10th grade. A significant burst of the three forms of interest is measured in 12th grade compared to the 10th or 9th grade. A pathway model also validates the link between interest and well-being. It shows that the effect of the specific interests of the two subjects taken into account by the EMIA is mediated by the academic interest (Interest in learning).

Sentiment d’efficacité personnelle des garçons et des filles : L’importance des conditions de travail

L’objectif de cette etude est de mesurer l’impact des conditions de travail – travail collectif ou travail individuel – sur le Sentiment d’efficacite personnelle (SEP) en francais des garcons et des filles. Trente eleves de cycle 3 ont repondu a un questionnaire de SEP scolaire en Francais a deux moments differents : suite a une activite realisee individuellement et suite a une activite realisee de maniere collective. Les resultats indiquent que les conditions de travail influencent differemment le SEP des garcons et des filles. Plus precisement, le SEP des filles est superieur a celui des garcons en situation de travail collectif mais pas en situation de travail individuel. Les resultats sont discutes au regard de leurs implications theoriques et pratiques.