Tutoring Functions in a Blended Learning System: Case of Specialized French Teaching

There is an emergence of blended learning today which combines diversified teaching methods, alternating distance learning and classroom learning. As a matter of fact, most Moroccan universities are presently aware of the importance of this approach, which appears to be most suited for Moroccan university context. This article is meant to identify the different roles of the tutor within the blended learning system. This is more precisely to present an experience of implementing a hybrid learning system by using the "FOUL" platform. The introduction of this platform is accompanied by a need for developing new skills, be it for a teacher or a student. This experience is motivated, on the one hand, by the supply of additional online resources as a complement to a face-to-face classroom method , on the other hand by the personalization of learning and riding out classroom-based learning constraints (e.g. in terms of time, place, staff ...) as it is the case in universities. This article intends to address the above problems by analyzing student responses to questionnaires and processing the content of synchronous communication between learners/learners and learners/online tutors in order to identify and analyze tutoring functions. It can be concluded that the success of a hybrid learning system is conditioned by the presence of some basic functions such as: pedagogical, organizational and socio-motivational functions. These functions remain dominant in a hybrid learning system.

@article{Chafiq2017,
  title     = {Tutoring Functions in a Blended Learning System: Case of Specialized French Teaching},
  journal   = {International Journal of Advanced Computer Science and Applications},
  volume    = {8},
  number    = {2},
  year      = {2017},
  publisher = {The Science and Information Organization},
  author    = {Nadia Chafiq and Mohammed Talbi},
  doi       = {10.14569/IJACSA.2017.080204},
  url       = {https://doi.org/10.14569/IJACSA.2017.080204}
}