Abstract

In this research, university students came into contact for the first time with an online course on basic algorithms, placed at their disposal in parallel with the regular course. In this context, the online course was considered a secondary educational source, one that enabled them to be relatively detached from their classroom course and act somewhat more autonomously. Students also received a self-regulated learning guide to help them pinpoint specific strategies in a given learning context. This paper presents the results obtained from the questionnaire distributed to the students as well as from their end-of-course test results.