The usefulness and perverse effects of distance learning in a pandemic world

Natalia Bourova, Veronika Choubaeva and Jacques Fontanel ()
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Natalia Bourova: UNECON - Saint-Petersburg State University of Economics (.)
Veronika Choubaeva: UNECON - Saint-Petersburg State University of Economics (.)
Jacques Fontanel: CESICE - Centre d'études sur la sécurité internationale et les coopérations européennes - UGA - Université Grenoble Alpes - IEPG - Sciences Po Grenoble-UGA - Institut d'études politiques de Grenoble - UGA - Université Grenoble Alpes

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Abstract: In 2021, distance learning has become an essential instrument in the training of young pupils and students in a semi-confined pandemic world. At the end of the 20th century, Peter Drucker foresaw the end of professors, to make way for distance learning. This analysis did not have the expected results. In 2019, Jeremy Rifkin had himself considered that distance learning would abolish or profoundly transform the teaching profession, because the economies of scale it offered drastically reduced costs, while providing everyone with a common culture and knowledge. However, this conception had "perverse effects", both in terms of equal opportunities for citizens, the dangers of a conventional pedagogy and the progressive isolation of those being taught.

Keywords: Distance education; Economics of education; Learning (search for similar items in EconPapers)
Date: 2021-10-10
New Economics Papers: this item is included in nep-ure
Note: View the original document on HAL open archive server: https://hal.univ-grenoble-alpes.fr/hal-03637667v1
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Published in Distance learning, Oct 2021, Saint-Petersbourg, Russia

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