Les fonctions du groupe dans les cours postsecondaires à distance selon des adultes franco-ontariens

This study adopted an interpretive approach in order to identify group functions in postsecondary distance courses offered through synchronous videoconferencing and audioconferencing. The courses, offered in French, were delivered to small groups in sites spread over large distances in three regions of Ontario. Three dimensions were selected for the study to represent the constituent elements of the group in the context of distance education for a linguistic minority. These are: the learning dimension based on peer collaboration, the socio-affective dimension centered on social relationships, and the sociocultural dimension which relates to cultural identification. The findings reveal that the group plays an important role in distance courses for Franco-Ontarian adults, whether its functions are instrumental or related to identity. The sociocultural context, the effects of distance delivery and personal characteristics such as age and sex have a significant impact on perceptions of the group's functions. The local site group enhances cultural identity, anchoring the institution in the local campus and providing access to people in the community who help the adult learner. At a theoretical level, the study illustrates and refines Breton's (1994) categories of identification to a linguistic minority group. Its contribution to the field of group dynamics is the notion of intergroup power relations based in sites. Further, while illustrating concepts of social, cognitive and teaching presence in synchronous distance courses, it contributes to an understanding of the impact of institutional presence for a linguistic minority. The study makes recommendations for teaching and organisation of distance courses in this context. The findings point to the importance of including teaching strategies in distance courses which place minority-language adults in contact with each other. Organizational policies should take into account minority adults' preference for technological and pedagogical models based on groups. (Abstract shortened by UMI.)