Conclusions
| The complexity and obstacles encountered in the increasing spread of virtual learning platforms are not primarily technological. It is the implementation processes that are key. Those are certainly complex and, as such, require from the various partners a mastery of a broad range of skills. This is something that should not be overlooked at any stage in the process. Faced with the reality of underdeveloped pedagogic use and too little active participation by pupils, a hypothesis deserves to be put forward: does this not result from an (implicit) initial design of the platforms based on a model of knowledge transfer, itself resulting from the absence of a new pedagogical model? Despite the difficulties, virtual learning platforms are nonetheless showing themselves to be bearers of change. The creation of educational resources they have encouraged, the enhanced teamwork among teachers, and the modernisation and rationalisation of administrative tasks all bear witness to this. |
