摘要：In this study, we aim at understanding how the design of pedagogical scenarios indistance learning contexts is learner-centered and individualized so as to help students develop autonomyin their learning. A theoretical framework is proposed that combines research on distance learning andindividualized instruction. Our research questions focus on three dimensions of distance learning scenario,namely (1) liberty of choice, (2) interactional potentiality, and (3) cognitive processes. These dimensionsare used to analyze three scenarios we selected based on predefined criteria. Resultsof this study aim toshed light on how learners play a role in the design of the analyzed scenarios and onhow the designers'concerns are also taken into consideration
