Telepresence in training

Content: Cover
 Half-Title Page
 Title Page
 Copyright Page
 Contents
 Introduction: Thinking About Telepresence in Training
 References
 List of Abbreviations
 Part 1: Telepresence and Student Support
 1. Feelings of Telepresence and Proximity: the Perspectives of E-tutors on a Hybrid Learning Environment
 1.1. Introduction
 1.2. Telepresence and proximities in remote interactions
 1.2.1. Overcoming absence with telepresence
 1.2.2. Experiencing the feeling of proximity at a distance
 1.3. Research question
 1.4. Presentation of the system
 1.4.1. Targeted competencies and target audience 1.4.2. Organization: a hybrid techno-pedagogical system1.5. Learning system agents
 1.5.1. Creator-directors
 1.5.2. The supervising team
 1.5.3. Types of recurring artifacts
 1.6. Methodology
 1.6.1. Data collection
 1.6.2. Limitations
 1.7. Results
 1.7.1. Interaction modalities and media
 1.7.2. Conditions and types of exchanges between e-tutors and students
 1.7.3. How do e-tutors provide the feeling of telepresence from a distance?
 1.7.4. Impact of the eT\'s interventions/interactions
 1.8. Discussion
 1.9. Conclusion and perspectives
 1.10. Appendix: e-tutor interview guide 1.11. References2. Reinforcing Telepresence in Research Training with Learning Communities: Remote Collaboration between Student-Researchers
 2.1. Introduction
 2.2. Multidimensional approach to distance learning
 2.3. Modulating pedagogical distance: what presence should be created?
 2.4. Increasing presence in the research learning process through distance learning: how to problematize collaboration between s
 2.5. Further questions
 2.6. Conclusion
 2.7. References
 3. Facilitating Problem-Based Learning: A Reflective Analysis
 3.1. Introduction
 3.2. Context 3.3. Problem-based learning and problem-based learning objects3.4. The use of technologies and underlying competencies
 3.5. Description for an online course designed and developed with a problem-based approach
 3.6. Methodological framework for our reflection
 3.7. Reflection on student support
 3.8. Conclusion
 3.9. Appendix: perception matrix
 3.10. References
 PART 2: Telepresence in Teacher Training
 4. Contribution of Virtual Classes to the Construction of Professional Knowledge for Teachers
 4.1. Professional knowledge and virtual classes
 4.2. Hybridization of part-time training 4.3. Construction of professional knowledge in virtual classes4.3.1. A system for hybrid professional training
 4.3.2. Synchronous communication in a virtual class
 4.3.3. Training and support for learning in virtual classes
 4.3.4. Professional knowledge
 4.4. Hypotheses and research questions
 4.5. Methodology
 4.6. Results and analysis
 4.6.1. Interactions in virtual classes/in person
 4.6.2. Measurement of incorporated knowledge
 4.7. Discussion of interactions in virtual classes and in person
 4.7.1. Progressive interpenetration of theoretical knowledge in virtual classes 4.7.2. Scientific knowledge inoperative in person