For pedagogical alignment in an e-learning device

This study intends to identify the factors likely to have an impact on the process of knowledge appropriation within an online teaching device in a Moroccan university context. We postulate that pedagogical alignment, which is based on the scripting of collaborative work within groups of learners, positively influences the process of knowledge appropriation more than didactical alignment, which is based on the structuring of disciplinary content delivered by a technical device. The context of the experiment is that of a presential training in real situation within which we inserted a distance part from the Moodle platform. This training lasts for one semester during which the learners are led to appropriate the theoretical framework and then to exploit it in a collaborative project.