Authors:
Elena Codreanu
1
;
Christine Michel
2
;
Marc-Eric Bobillier-Chaumon
3
and
Olivier Vigneau
4
Affiliations:
1
Université de Lyon, Université Lyon2, GRePS, INSA-Lyon, LIRIS and WebServices pour l’Education, France
;
2
Université de Lyon, INSA-Lyon and LIRIS, France
;
3
Université de Lyon, Université Lyon2 and GRePS, France
;
4
WebServices pour l’Education, France
Keyword(s):
VLE, Acceptance, Activity Theory, Primary School, Professional Practices.
Related
Ontology
Subjects/Areas/Topics:
Classroom Management
;
Computer-Supported Education
;
Critical Success Factors in Distance Learning
;
Domain Applications and Case Studies
;
e-Learning
;
e-Learning Platforms
;
Information Technologies Supporting Learning
;
K-12 Students
;
Simulation and Modeling
;
Simulation Tools and Platforms
;
Social Context and Learning Environments
;
Virtual Learning Environments
Abstract:
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.