REPRESENTATIONS SOCIALES DE LA PEDAGOGIE NUMERIQUE UNIVERSITAIRE EN COTE DIVOIRE : QUELLE STRATEGIE DE PERSUASION DES ETUDIANTS?

Abstract

The social representations presented approach digital pedagogy as problematic. This is not to say that the technologies are problematic but rather to recognize that their integration into universities in Côte dIvoire raises questions of primary importance. The study focuses on the reserved or unfavorable opinions of students regarding digital university pedagogy. The approach is to highlight the factors of possible reluctance and to propose remedial measures in order to obtain positive changes in students behaviors in the era of digital university pedagogy. This investigation is part of an empirical-theoretical approach and is based on the critical theories of digital education and on Maio and Olsons (2000) model of behavior change, because, persuasion results from exposure to a communication. The data of the survey is the result of a mixed approach (quantitative method through a questionnaire and qualitative method through focus group) on a total sample of one hundred (100) students from two public universities. The social polemics around the digital pedagogy are translated by reticences related to the digital divide, presuppositions on the university considered as an ideological and hegemonic company.