In a context characterized by the desire to increase individual accountability of employees in the acquisition and maintenance of their professional skills, the use of digital technology is seen by some policymakers as a relevant solution to train employees faster and more direct link with the corporate strategy. But beyond seductive principles that show experiments in progress?
To provide answers, we rely in this article on a qualitative survey of learners and trainers that followed – even, for some, who have set up – a fully digital distance education (Corporate Open Online Racing or COOC) within a large company. We point the importance of dropout rates among learners, difficulties trainers to exercise their new role as facilitator, and emphasize the discontinuities that digitization training induces on the space-time working and professional interacquaintance . We also show that these gaps have different effects on the learning abilities of employees. With the approach by Amartya Sen’s capabilities, we interpret these findings in terms of conversion factors (environmental, social, individual). We argue that it is the absence of the three categories of factors that explains, for learners and trainers, discontinuities encountered and inequality in mastering new training systems. Finally, we outline ways to rethink the digitization of continuing education in order to reduce social inequalities risks crystallized around this type of techno-pedagogical devices. [googletranslate_en]