DISAPPEARING DISTANCE IN DISTANCE STUDIES? PRELIMINARIES ABOUT DIDACTIC RELEVANCE OF NEARNESS AND DISTANCE

Authors

  • Rolf Arnold Universitât Kaiserslautern

DOI:

https://doi.org/10.5944/ried.2.1.2086

Keywords:

Distance or Face-to-face Learning, Time and Space Asincronous Study, Didactic Elements Referred to Nearness and Distance, Didactic Nearness, Self-Oriented Learning, Learning Condicioned to Teaching

Abstract

A further development of distance studies shows at the same time perspectives for students in the information society. The didactic meaning of "proximity" and "distance" is also changing and the following four aspects will indicate their importance: 1. Both forms - distance astudy as well as presence study - contain didactic proximity and distance elements. 2. A few of the diagnosed aspects as distance elements at the first glance enable on closer observation a large proximity between teacher and learner than some presence study. 3. What is hereby proved is: Space-time-proximity of teaching and learning optimises the lasting nature of scientific  learning. 4. An "Integration" of distance study elements in the presence study can increase the didactic proximity and the lasting nature of learning in the mode of presence.

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How to Cite

Arnold, R. (1999). DISAPPEARING DISTANCE IN DISTANCE STUDIES? PRELIMINARIES ABOUT DIDACTIC RELEVANCE OF NEARNESS AND DISTANCE. RIED. Revista Iberoamericana De Educación a Distancia, 2(1), 61–72. https://doi.org/10.5944/ried.2.1.2086

Issue

Vol. 2 No. 1 (1999): Miscellany

Section

Research and Case Studies

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