1 https://www.eurosport.fr/cyclisme/tour-de-france/2015/la-legende-perdue/story.shtml. 2 Le dossard 51, porté par Merckx, Hinault et Ferrand-Prévôt, porte-t-il vraiment bonheur sur le Tour (...) 1This edition, following the current nomenclature (see the previous editorial), bears the number of the “aniseed bib,”1 to borrow Antoine Blondin’s expression referring to the Tour de France and a famous beverage brand. Having a good bib number is better than leading a dog’s life. In any case, this mythical bib is said to “favor the victory of whoever wears it.”2 Let us take this as a good omen for the various contributions included in this issue.

What is on the menu for this new varia issue?

3 “The initial question is as follows: what systems and procedures encourage self-directed adult lear (...) 3The first research article examines the use of an online forum to promote student self-direction within a blended language-learning program. While electronic forums can help teachers adopt learner-centered teaching approaches, the question remains as to how, and under what conditions, such a tool can effectively support pedagogical practices and foster (or hinder) learners’ self-directed learning. It is worth noting that this is an old and recurring question, often addressed in DMS.3

Dina Adinda, Maria Denami, and Pascal Marquet begin by discussing the notion of blended learning (an important topic for DMS, see appendix) and align themselves with the French-speaking definition of formation hybride proposed by the Hy-Sup group (Deschryver & Charlier, 2012), as well as with Graham’s (2006) definition of blended learning. They then review the different components of a blended course. When it comes to defining self-direction, several approaches are presented, but the authors retain the idea of an individual’s ability to manage their own learning process and to take responsibility for their own learning outcomes.

The experimental group’s (EG) forum was used to work on writing skills, to establish collaborative distance learning, and to enrich face-to-face interactions. Several results emerge from the comparison between the experimental group (EG) and the control group (CG):

- Greater engagement from the experimental group;

- The structured design of the online forum fosters exchanges, the development of critical thinking among EG students, and, ultimately, their self-direction;

- Learners who significantly develop their self-direction between the pre-test and post-test also achieve good exam results.

The second research article provides an up-to-date overview of the uses of generative artificial intelligence (GAI) in high schools, revealing that such uses may highlight socio-educational inequalities. Combining a questionnaire (n = 664) and 26 semi-structured interviews, Cédric Naudet confirms that GAI is widely used by high school students but shows that these uses are socially differentiated. He identifies three contrasting profiles—reflective users, occasional legalists, and opportunistic students—which reflect “unequal relationships with school, with the implicit norms of academic work, and with digital tools.” His study shows that a purely technological approach, focusing on degrees of mastery of the tools, is insufficient; instead, it is necessary to consider other concepts related to learning, such as the relationship to knowledge and to school itself. Thus, some students (the reflective users) integrate GAI into a learning process, while others (the opportunistic students) view it merely as a tool for immediate answers.

A practical report focuses on the transition to remote and subsequently hybrid training. The authors (Jérémy Zytnicki et al.) describe how experiential teaching—where social interaction is at the heart of learning—was maintained in a remote training context. This program targets future heads of SEGPA (Sections of Adapted General and Vocational Education) and focuses on human relations in professional situations. It was originally based on role-play and situational exercises.

To preserve the experiential aspect, it was necessary to design and configure workspaces, create materials for group work, and ensure smooth verbal exchanges. Although qualitatively different between the remote and face-to-face setups, this circulation of discourse was not diminished, according to the authors.

Over the three pandemic periods, various adaptations were implemented. The teaching design based on managing complex professional situations (conflicts, activation of social representations, etc.) had to be reconfigured, and the notions of connection and human relationships revisited. Some activities were organized asynchronously while maintaining their experiential purpose. New skills in using digital tools and remote training had to be developed by both trainees and trainers, including mastery of advanced features. It also became necessary to reconceptualize the trainers’ professional stance within a remote framework.

The “Debates and Discussions” section—coordinated by Luc Massou and focusing on hybrid learning environments (see Charlier & Peltier, 2024)—includes two contributions.

Jean-François Céci revisits the concept of hybridization in education in the post-pandemic era by proposing ten forms of hybridization to foster educational innovation. These ten forms stem from a plural literature review conducted over ten years, encompassing scientific articles, press pieces, and educational blogs, in order to capture the diversity of representations among education practitioners.

Margault Sacré, PhD in Education Sciences, explores the variables influencing student success in hybrid learning environments. She examines the relationships between perceived presence, perceived competence, and students’ intention to drop out, based on a structural model and a survey of 1,927 undergraduate and master’s students in Belgium.

Two critical reviews are included in this issue. Sabine Bosler presents Aude Seurrat’s book “Savoirs en circulation—les ressources d’éducation et de formation à l’ère numérique” which she describes as “offering a solid conceptual framework and a wealth of diversified and inspiring research examples” in the field of educational resources. Catherine Aymé reports on two days of tributes to pioneers in educational computing: Jacques Hébenstreit and Monique Grandbastien.

Two special issues are currently in preparation (scheduled before summer 2026) in honor of Monique Grandbastien—one in collaboration with the journal STICEF (Sciences et Technologies de l’Information et de la Communication pour l’Enseignement et la Formation), and the other with DMS. If you are interested in contributing, please contact the editorial board of either journal.

The previous issue’s editorial discussed the notion of distance, a multifaceted concept that is of course central to DMS. Any distancing introduces a critical point of view, and we wish to shed light on this latter notion. It is frequently invoked in education, always with a positive connotation, but often “used in all sorts of ways.” Everyone redefines it within their own work or research context.

When it comes to the use of generative artificial intelligence (GAI) in education and training, critical thinking appears to be a necessity, given the errors and hallucinations such tools can produce. However, this “critical thinking” is often reduced to a mere behavior of systematic (or semi-systematic) source verification—more technical than truly critical. In distance learning, critical thinking is both a prerequisite and an objective, often identified as a key competence for developing self-regulation. The development of critical thinking can be supported by allowing learners to make choices, define their goals, and plan their activities. It may also foster a more reflective writing posture, particularly in discussion forums—a broad but somewhat inoperative notion.

Numerous other examples could be cited, revealing further interpretations of critical thinking (esprit critique in French). In any case, the concept requires clarification. To this end, reference can be made to Charlotte Barbier’s recent dissertation (2024), which attempts to illuminate the term and distinguish it from Anglo-Saxon “critical thinking.” The growing influence of machines through GAI and the expansion of various forms of distance make reflection on critical thinking and its development increasingly essential—and DMS should reflect this. This is therefore a call for expressions of interest for an upcoming issue.

<footnote n="1">1 https://www.eurosport.fr/cyclisme/tour-de-france/2015/la-legende-perdue/story.shtml.</footnote>

<footnote n="2">2 Le dossard 51, porté par Merckx, Hinault et Ferrand-Prévôt, porte-t-il vraiment bonheur sur le Tour de France ?</footnote>

<footnote n="3">3 “The initial question is as follows: what systems and procedures encourage self-directed adult learning in distance learning? This question stems from an observation: that there is a gap between contexts and achievements” in “Regards croisés sur la formation ouverte et à distance” (accessed october 6, 2025), 2003 article by Pierre Mœglin analysing the book “Accompagner des formations ouvertes, Collectif de Chasseneuil (2001)”.</footnote>