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Le sujet abordé dans cet article relève du domaine de l’ingénierie des EIAH. Nous avons choisi de voir cette question d’un nouvel angle, celui de l’Apprentissage Par problèmes –APP (Problem-based Learning – PBL). Depuis son introduction dans l’enseignement des sciences de la santé, l’apprentissage par problèmes ou APP (Problem-based Learning – PBL), n’a cessé de se développer. De nos jours, plusieurs programmes, filières et universités emploient la méthode APP sous une certaine forme. La réussite de l’APP dans un contexte traditionnel (en présentiel ou en « face to face ») rend la question de sa faisabilité dans de nouveaux contextes légitime, tel que l’enseignement et l’apprentissage à distance. L’hypothèse générale qui a guidé notre travail consiste à considérer que la faisabilité de l’Apprentissage par Problème (APP) ou l’APP enligne, nécessite des EIAH conçus et développés sur une base théorique solide qui respecte, en premier lieu, les contraintes de l'approche constructiviste. D’une part, l’APP est considéré comme l’un des meilleurs modèles d’un environnement d’apprentissage constructiviste, et, d'autre part, le concept et le développement de Moodle est guidé par une philosophie particulière de l'apprentissage : « pédagogie socio-constructiviste ». C'est à partir de ces éléments communs que nous avons choisi l'application de cette méthode dans le domaine de l'enseignement de la vidéo éducative pour des étudiants à distance en utilisant Moodle comme Plateforme de formation.
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