Abstract

This study concerns the virtual autonomous learning of students experiencing a lockdown in Cameroon and continuing the courses online through a poorly structured digital educational environment. Students are keen to learn online independently and need a pedagogy adapted to the requirements of learning via digital education. The imperative here is to structure the virtual educational environment in such a way as to promote interactivity between teachers, students and learning content understood and used by all. The work suggests the adaptation and validation, in the context of a poorly structured virtual environment, of a students’ autonomous learning measuring scale.