Vers une approche sociodidactique et contextualisée de l'enseignement à distance : interroger les contenus pédagogiques dispensés sur la plateforme Moodle

International audience Our article, situated within a sociodidactic approach to distance education, offers a contextualized analysis of the pedagogical content posted online. We question whether e-learning takes into account the student's context, attempting to reflect on the applicability of such an approach in distance education. To conduct this study, we referred to a qualitative approach, based on various criteria, to analyze the educational content provided on the Moodle platform dedicated to students of the French department at Blida 2 University, Algeria. Our objective is to highlight the importance of context in remote practices to ensure a contextualized understanding of educational content. At the end of this study, the results show that the parameters of sociodidactics are not being implemented, as the contextual dimensions, particularly (socio)cultural, (socio)linguistic, and cognitive aspects, are not taken into account in the courses offered on the Moodle platform.