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Enjeux de l'enseignement à distance pour l'université française 1947 - 2004

Abstract : Judging from the works of some experts and researchers, distance learning is supposedly impossible to define. The refusal to admit that a social reality — however obviously present both in discourse and practice — could become impossible to define and even unthinkable — was one of the strongest motivations for this PhD.
Its central hypothesis rests on the idea that it is on the contrary worthy of interest to deal with such a subject, provided it is approached from a fresh angle, breaking away from traditional studies.
Our scientific bet is twofold: it consists in imagining that by focusing on distance learning as it is operated within a given educational institution, it is possible on the one hand to highlight features that will help apprehend some of the workings of that particular institution, and on the other hand to release the question of the place of communication tools within society from the shackles of innovation theories in which it is generally kept.
It is therefore by trying to understand why distance learning is comparatively poorly developed in French universities — despite the fact that they were often pioneers in that field in the past — that we shall bring to the fore some workings of French higher education and the way certain communication tools lasted, emerged for a while or on the contrary disappeared quickly from a set of learning material devised for those students away from campuses.
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Submitted on : Friday, February 15, 2008 - 10:12:01 AM
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  • HAL Id : tel-00256278, version 1



Françoise Thibault. Enjeux de l'enseignement à distance pour l'université française 1947 - 2004. domain_stic.educ. Université Paris-Nord - Paris XIII, 2007. Français. ⟨tel-00256278⟩



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