Performance du E-Learning : de l'amélioration des résultats de l'apprenant à la prise en compte des enjeux institutionnels

Authors

  • Emmanuel HOUZÉ Université de Montpellier, CREGO-IAE
  • Régis MEISSONIER Groupe Sup de Co de Montpellier, CEROM

Keywords:

E-Learning, Performance, Learning, Higher studies

Abstract

Experiences in e-learning are more and more recurrent. However few studies try to go beyond an experimental level and to apply the concept to a whole academic class of students. The integration of e-learning in a pedagogical program implies to analyse its performance not only from learners and instructors point of view, but also from the strategic perspective of the institution. The first part of this article presents a theory review from which we propose a theoretical model. In the second part, we analyse the case of Montpellier Business School. A questionnaire had been addressed to students about their own utilisation of the e-learning platform. More than 400 answers were collected. In conclusion, this article puts forward, among others, the main interest of enlarging the e-learning performance assessment in order to include upstream objectives of the institution itself.

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How to Cite

HOUZÉ, E., & MEISSONIER, R. (2005). Performance du E-Learning : de l’amélioration des résultats de l’apprenant à la prise en compte des enjeux institutionnels. Systèmes d’Information Et Management (French Journal of Management Information Systems), 10(4), 87–112. Retrieved from https://revuesim.org/index.php/sim/article/view/184

Issue

Vol. 10 No. 4 (2005)

Section

Empirical Research Article

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