Technology, Teaching, and the Many Distances of Distance Learning

Autor/in	Dron, Jon
Titel	Technology, Teaching, and the Many Distances of Distance Learning
Quelle	In: Journal of Open, Flexible and Distance Learning, 26 (2022) 2, S.7-17 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1179-7665
Schlagwörter	Stellungnahme; Electronic Learning; Distance Education; Students; Teachers; Teaching Methods; Intentional Learning; Interpersonal Relationship; Technology Uses in Education + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Student; Schüler; Schülerin; Studentin; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Intentionales Lernen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	The "distance" in "distance learning", however it is defined, normally refers to a gap between a learner and their teacher(s), typically in a formal context. In this paper I take a slightly different view. The paper begins with an argument that teaching is fundamentally a technological process. It is, though, a vastly complex, massively distributed technology in which the most important parts are enacted idiosyncratically by vast numbers of people, both present and distant in time and space, who not only use technologies but also participate creatively in their enactment. Through the techniques we use we are co-participants in not just technologies but the learning of ourselves and others, and hence in the collective intelligence of those around us and, ultimately, that of our species. We are all teachers. There is therefore not one distance between learner and teacher in any act of deliberate learning--but many. I go on to speculate on alternative ways of understanding distance in terms of the physical, temporal, structural, agency, social, emotional, cognitive, cultural, pedagogical, and technological gaps that may exist between learners and their many teachers. And I conclude with some broad suggestions about ways to reduce these many distances. (As Provided).
Anmerkungen	FLANZ: Flexible Learning Association of New Zealand. PO Box 391, Blenheim 7240, New Zealand. Web site: https://www.jofdl.nz/index.php/JOFDL/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01