Using Knowledge and Know-how to Discriminate between Presence and Distant Teaching

ABSTRACT: This paper relates a real-size experiment about implementing a Web-based degree of the masters level in computer science. Using the Web as both a library and a classroom is a logical way to set up distant learning, especially when the target student population is connected at office as well as at home to Internet facilities. We chose to sort the assets of our problem in order to answer this first question: Is the teaching of computer science adapted to total distant learning? So we created a degree from scratch, picked up an experimental group of 15 students spread in three categories (professional, students in other degrees, plain students), implemented and delivered the most sensitive courses (those that mingled knowledge and know-how). Asked about the three crucial items about which we needed information, i.e. 'Knowlege ' (distance) vs 'Know-how ' (presence), document format, and distant tutoring via e-mail, the students applauded at the splitting we chose between attendance and sole e-learning, definitely preferred multiple formats, and seemed to prefer face-to-face questions and relationships