L'enseignement en ligne est-il efficace? Le cas Pegasus (1)

Abstract

This article aims at assessing on-line teaching efficiency. We will compare and analyse the results of a target population whether they use on-line teaching or not to pass an entrance exam to college education (DAEU, which can replace the French baccalauréat, the first college diploma). The name of this on-line teaching project is Pegasus. It allows to get the diploma which gives access to college education. Our work first consisted in identifying and comparing the features of the students' population using this type of teaching and a more classical teaching that we will call "presentiel" (evening and week-end classes at university). In a second part, we have assessed the internal efficiency of these two teaching methods through the two populations' results of their final exams. The specificity of this work is to have the oportunity to compare identical populations which sat for the same exams but were enrolled in two different programs with different configurations. The results show that "on-line" teaching, as proposed on Pegasus, is more efficient for the students who do not drop out and sit for at least one teaching module of the exam.