The Acceptance of VLEs (Virtual Learning Environments) by Primary School Teachers

Elena Codreanu, Christine Michel, Marc-Eric Bobillier-Chaumon, Olivier Vigneau


This article presents a study on the conditions of use of a VLE (Virtual Learning Environment) by primary school teachers. To this end, we used research related to activity theory and implemented qualitative methods (individual and collective interviews). Our study describes how teachers (8 participants) perceived the role of the VLE in the evolution of their working practices (maintaining, transforming or restricting existent practices), in their relationship with parents and in the follow-up of their students.


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Paper Citation

in Harvard Style

Codreanu E., Michel C., Bobillier-Chaumon M. and Vigneau O. (2016). The Acceptance of VLEs (Virtual Learning Environments) by Primary School Teachers . In Proceedings of the 8th International Conference on Computer Supported Education - Volume 2: CSEDU, ISBN 978-989-758-179-3, pages 299-307. DOI: 10.5220/0005761502990307

in Bibtex Style

author={Elena Codreanu and Christine Michel and Marc-Eric Bobillier-Chaumon and Olivier Vigneau},
title={The Acceptance of VLEs (Virtual Learning Environments) by Primary School Teachers},
booktitle={Proceedings of the 8th International Conference on Computer Supported Education - Volume 2: CSEDU,},

in EndNote Style

JO - Proceedings of the 8th International Conference on Computer Supported Education - Volume 2: CSEDU,
TI - The Acceptance of VLEs (Virtual Learning Environments) by Primary School Teachers
SN - 978-989-758-179-3
AU - Codreanu E.
AU - Michel C.
AU - Bobillier-Chaumon M.
AU - Vigneau O.
PY - 2016
SP - 299
EP - 307
DO - 10.5220/0005761502990307