The need for innovation in the design and mediatization practices of online learning systems has been questioned during the COVID-19 pandemic. On the one hand, in the context of crisis learning environments, teachers projected face-to-face teaching methods onto distance learning without considering the potential of technology. However, technology integration is a process that requires thorough planning and a methodical approach guided by pedagogical principles and technology integration frameworks. On the other hand, the evolution of mediatization practices has highlighted the challenges of mediatization, leading to a call for justification of the choice of mediatization tools. This chapter outlines a theoretical framework for technology integration along with recommendations for future research on mediatization. The essence of this work is to propose a classification of mediatization tools, which the authors intend to utilize in upcoming research to design a typology that guides the selection of those tools.

Contribution of Pedagogical Scripting-Mediatization-Mediation to the Effectiveness of Online Learning System

Distance learning during the COVID-19 crisis has involved the use of information and communication technologies and e-learning platforms. Faced with the rapid growth of the learning management systems market, training managers are confused about which LMS is the most suitable. Confronted by this problem and taking into account the importance of mediatization as an indispensable process in the design and development of online learning environments, it is necessary to know how to choose an LMS for proper mediatization. In this work, we assume that mediatization has an impact on the choice of platform. The objective of this article is to guide the choice of an LMS for proper mediatization. To this end, we have adopted a method consisting of an analysis and comparison of the criteria for choosing an LMS, developed by the FFFOD in its guide published in 2022, in relation to mediatization. This was done in order to determine the most effective LMS in terms of mediatization. The results showed that one LMS outperformed the other in mediatization. In conclusion, the choice of a platform varies according to the need, the type of training organization, and the training context. This choice is influenced by several factors; mediatization is therefore an essential criterion.

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Throughout the evolutionary course of distance education, mediatization forms have undergone significant changes. The rise of various educational trends and emerging technologies has also highlighted the challenges of mediatization. Therefore, complicating the choice of mediatization tools, which requires careful and in-depth examination. This paper reviews the history of distance education and addresses the evolution of mediatization forms alongside the technological advances. The essence of this article is to present a classification of the types of LMS mediatization tools. This paper concludes by categorizing Moodle’s various resources and activities according to this classification, assigning them to their respective types of LMS mediatization tools.