International Journal of E-Learning & Distance Education / Revue internationale du e-learning et la formation à distance

Vol. 40 No. 1 (2025)
Research Articles

Évaluation de la formation en transfert de connaissances à l’Institut Pasteur de Madagascar

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Christian Dagenais
Université de Montréal
Bio
Aurélie Hot
Université de Montréal
Bio
Asmaa Rizqy
Université de Montréal
Bio
Chiarella Mattern
Institut Pasteur de Madagascar
Bio
Muriel Kielende
Université Paris Cité
Bio
Esther McSween-Cadieux
École des sciences de l'administration, Université TÉLUQ, Montréal, Québec, Canada
Bio
Valéry Ridde
Université Paris Cité, IRD, Inserm, Ceped
Bio
DOI: https://doi.org/10.55667/10.55667/ijede.2025.v40.i1.1377

Published 2025-08-11

How to Cite

Dagenais, C., Hot, A., Rizqy, A., Mattern, C., Kielende, M., McSween-Cadieux, E., & Ridde, V. (2025). Évaluation de la formation en transfert de connaissances à l’Institut Pasteur de Madagascar. International Journal of E-Learning & Distance Education Revue Internationale Du E-Learning Et La Formation à Distance, 40(1). https://doi.org/10.55667/10.55667/ijede.2025.v40.i1.1377
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Abstract

Cette étude évaluative porte sur la mise en œuvre et les effets perçus d’une formation en présence sur le transfert de connaissances, qui s’appuie sur deux cours en ligne ouverts et massifs (massive open online course – MOOC). La formation ciblait des membres du personnel ainsi que des partenaires de l’Institut Pasteur de Madagascar. L’étude a suivi le modèle de Kirkpatrick pour évaluer les effets perçus de la formation et le cadre TIPEC (Technology, Individual, Pedagogy and Enabling Conditions) pour identifier les facilitateurs et les obstacles de sa mise en œuvre. La collecte des données a suivi un devis mixte convergent. Trente-deux personnes (32) ont répondu au questionnaire de préformation, dont 18 personnes au questionnaire postformation et 24 à des entretiens semi-dirigés cinq mois après la fin de la formation. La plupart des personnes ont indiqué que la formation à l’aide des MOOC et d’un accompagnement en présence a répondu à leurs besoins, bien que son intensité et son niveau élevé de difficulté aient été soulignés par certains. Le volet pratique de la formation ainsi que la présence d’une formatrice ou d’un formateur ont été jugés essentiels à l’apprentissage. Les résultats suggèrent que le format pédagogique adopté pourrait constituer un outil pertinent et accessible pour la formation continue des professionnels.

Mots clés : Transfert des connaissances, renforcement des capacités, MOOC, évaluation, Madagascar

Evaluation of Knowledge Translation Training at the Institut Pasteur de Madagascar

Abstract:  This evaluative study focuses on the implementation and perceived effects of an in-person training program on knowledge translation, which is based on two massive open online courses (MOOCs). The training targeted staff members as well as partners of the Institut Pasteur de Madagascar. The study followed the Kirkpatrick model to evaluate the perceived effects of the training and the TIPEC framework (Technology, Individual, Pedagogy, and Enabling Conditions) to identify facilitators and barriers to its implementation. Data collection was guided by a convergent mixed-methods design. Thirty-two people completed the pre-training questionnaire, of these, 18 responded to the post-training questionnaire and 24 took part in semi-structured interviews five months after the training ended. Most participants indicated that the training, combining MOOCs with in-person support, met their needs, although some highlighted its intensity and high level of difficulty. The practical component of the training and the presence of a trainer were deemed essential to learning. The results suggest that the adopted pedagogical format may represent a relevant and accessible tool for the continuing education of professionals.

            Keywords: knowledge translation, capacity building, MOOC, evaluation, Madagascar

 

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