Fifth issue of the special Coronam series, which looks back at e-learning, one of the many evolutions – if not revolutions – brought about by the crisis.<\/p>\n
A dossier was devoted to the way in which the switchover to online courses had taken place and the authors undertook, one month after the start of the experiment, to draw the lines of an initial assessment.<\/p>\n
The commitment was kept: Many thanks to Sonia Adam-Ledunois, Pierre-Emmanuel Arduin, Albert David and B\u00e9atrice Parguel (Universit\u00e9 Paris-Dauphine), Mohammed Benseddik and his colleagues (Universit\u00e9 Mohammed 1er d’Oujda), and Violeta Blasco (high school teacher), to C\u00e9cile Chamaret (\u00c9cole polytechnique), Laurent Deville (EDHEC), Anne-Laure Fayard (New York University), Herv\u00e9 Laroche and Val\u00e9rie Moatti (ESCP-Europe), Emmanuelle Le Nagard (ESSEC), Zo\u00e9 Le Squeren, Xavier Weppe and Xavier Lecocq (IAE, University of Lille) for their contributions.<\/p>\n
It was tempting, in the face of this evolution of teaching towards the screen, to put it into perspective with the ancestor of pedagogical treatises, the De Magistro (Of the Master).<\/p>\n