Évaluation du programme e-learning

Ciriez, Camille; Rain, Audrey; Schmutz, Benoît; Tô, Maxime; Malgouyres, Clément

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Évaluation du programme e-learning

Camille Ciriez, Audrey Rain, Benoît Schmutz, Maxime Tô, Clément Malgouyres

May 2025

This report examines the role of distance learning in access to education and analyses the effects of online learning compared with face-to-face teaching. This study therefore evaluates the initial phase of the e-training programme (2019–2022), a programme that provides funding for blended learning courses for jobseekers.

Reference IPP Report No. 56

Quote this publication

Ciriez, Camille, Malgouyres, Clément, Rain, Audrey, Schmutz, Benoît, Tô, Maxime (2025). ‘Evaluation of the e-learning programme’, IPP Reports, No. 56. Institut des politiques publiques (IPP).

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Presentation

The aim of this study is to document the impact of distance learning in the context of vocational training, based on an analysis of the initial phase (2019–2022) of the e-learning programme offered by the Occitanie region. This programme provides funding for blended learning courses aimed at jobseekers. These courses consist mainly of distance learning sessions, supplemented by a few face-to-face sessions, and cover a wide range of training areas. Participants can take part from home or from local centres equipped to provide technical support (third places).

The programme’s main aim is to mitigate the impact of geographical distance, which can prevent some people from accessing training, whilst ensuring access for those who are less confident in using IT tools.

Method and Data

Data matching Instrumental variable method

This analysis draws on a wide range of data sources, including both administrative and survey data. These comprise administrative data provided by DARES and the Occitanie region, on the one hand, and survey data collected by the research team, on the other. Combining these sources makes it possible not only to accurately measure trainees’ labour market trajectories, but also to capture dimensions not observed in administrative databases, such as satisfaction with the training or the trainees’ experiences.

Partners

This project has received financial support from DARES.