Includes bibliographical references and index.

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

Description based on online resource; title from digital title page (viewed on February 27, 2019).