Résumés
Résumé
Le Vietnam est considéré comme étant avancé dans l’adoption et l’usage des technologies de l’information et de la communication (TIC) en éducation, suivant les critères définis par l’UNESCO. Cependant, la plupart des établissements d’enseignement supérieur vietnamiens ne se limitent qu’à investir dans du matériel et des équipements technologiques pour encourager les initiatives individuelles d’enseignement en ligne chez les enseignants universitaires, sans disposer de véritable politique institutionnelle de formation en ligne ni de toutes les dimensions nécessaires à l’intégration systématique des TIC. Cela les empêche d’atteindre un niveau d’efficacité suffisant et une cohérence d’ensemble. Cet article vise à présenter les résultats de l’étude des modèles de développement du cyberapprentissage dans les établissements d’enseignement supérieur du monde entier, en particulier celui de l’Association européenne des universités d’enseignement à distance (EADTU), en vue de construire un modèle d’évaluation comparative de la politique institutionnelle de l’apprentissage en ligne en fonction de la perception des étudiants. Ce modèle a fait l’objet d’une enquête auprès de 460 étudiants de quatre établissements d’enseignement supérieur vietnamiens, dont les résultats d’analyse factorielle permettent de valider une version adaptée de l’enquête au contexte local.
Mots-clés :
- formation en ligne,
- enseignement supérieur,
- Vietnam,
- perception des étudiants,
- évaluation comparative,
- Association européenne des universités d’enseignement à distance
Abstract
Vietnam is ranked at the advanced stages in the adoption and use of information and communication technologies (ICTs) in education, according to the criteria defined by UNESCO. However, most Vietnamese higher education institutions are limited to investing in technological equipment and materials to encourage individual initiatives in online teaching among lecturers, without having a comprehensive institutional policy for online training, including all the dimensions necessary for the systemic integration of ICTs. This prevents them from achieving a sufficient level of efficiency and overall coherence. This article is a study of models for the overall development of e-learning in higher education institutions, in particular that of the European Association of Distance Teaching Universities (EADTU), for building a benchmarking model for e-learning institutional policy under students’ perception. This model was subject to a survey involving 460 students from four Vietnamese higher education institutions, with the result of factor analysis validating an adapted version that fits to the local context.
Keywords:
- online training,
- higher education,
- Vietnam,
- students’ perception,
- benchmarking,
- European Association of Distance Teaching Universities
Parties annexes
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