During recent years, the notion of pedagogical support is very widespread. Learners who encounter difficulties during their learning process use the pedagogical support to overcome these difficulties. Even learners who don't have any difficulty or are in full academic success use it to increase their grades and/or to provide for important competitions and exams. Several kinds of research reveal that the major problem of the adaptation into e-learning systems is due to the fact that the accent is put mainly on the technological tools to the detriment of the pedagogical aspect. In this chapter, authors present a model of an online pedagogical support based on a combination of different pedagogical approaches that marked the teaching-learning process in recent decades to present an efficient assessment which allow to diagnose learners' cognitive state and to offer adapted remediation according to the two main facets of a learner model, which are the cognitive state and the learning styles.
TopIntroduction
The notion of pedagogical support is very widespread. Learners who encounter difficulties during their learning process use the pedagogical support to overcome these difficulties. Even learners who don't have any difficulty or are in full academic success, use it to increase their grades and /or to provide for important competitions and exams.
In recent years, different forms of pedagogical support have developed dramatically, especially the using e-learning environments: with the development of the Internet, it is now quite possible to opt for the online pedagogical support. And supports are not lacking.
This method, perfectly adapted to the digital age, offers the possibility to learn without caring about place and time constraints. This can often be very practical, and online pedagogical support remains a less expensive solution than individual courses.
However, to be fair, pedagogical support in any form could indeed have several limitations, especially if it was not designed correctly. Although several kinds of researches show that information and computing technologies (ICTs) can help to renew teaching practices, they do not necessarily do that so automatically and spontaneously. The process of the development and the implementation of ICTs in education should include a fundamental reflection on pedagogical approaches in order to clearly identify their place in teaching and learning practice. ICTs should be at the service of pedagogy.
Throughout this chapter, authors present:
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A set of concepts closely related to the pedagogical support,
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The process of pedagogical support: starting from the diagnostic to the choose of the adapted remediation ‘contents.
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The main pedagogical approaches that influenced pedagogical practices at the end of the twentieth and beginning of the twenty-first centuries: the objective-based approach and the competency-based approach.
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The adaptation of learning within e-learning systems with its main facets that should be taken into account to offer effective support to the learners. and discuss the various methods of the e-assessment and their requirement on a pedagogical perspective.
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Proposal of a pedagogical support model based on theoretical and pedagogical foundations.
TopPedagogical Support
In this section, authors present the basic concepts that fit into the context of the pedagogical support and conceive a novel model which allows to achieve relevant results.
Basic Concepts
Supporting, assessment, remediation, differential pedagogy and pedagogy of error are often basis concepts that fit into the context of pedagogical support. These concepts are exploited in a very ambiguous way, hence the need to define them.
Supporting
The concept of supporting is explicit, it serves to support learning. it is a help for learners to overcome their difficulties and to improve their levels. There are many different pedagogical support situations, some involve particular learner or small group of learners, and may be within the classroom or under appropriate conditions. The easiest solutions are to provide learners with more precision, depthy explanations and exercises whose difficulties are adapted to their levels. Supporting situations can also be found, either by putting learners in touch with their peers who can help them or by providing them with a qualified adult. Directed studies and need groups also support weaker learners but require more specific implementation.