THE [ SELF- ]LEARNING CHALLENGES FACED BY DISTANCE LEARNING STUDENTS

 DOI: 10.5281/zenodo.18350582

 

Sérgio Rodrigues de Souza

Educator. PhD in Educational Sciences. Post-PhD in Psychology. Email: srgrodriguesdesouza@gmail.com

ABSTRACT

This article addresses the issue of distance education and its peculiarities, as well as the demands it presents regarding the need for mastery in the field of didactics by students who choose this model of academic training. Its scientific relevance lies in promoting a solid argument about a training model that still lacks clarification regarding its didactic guidelines, what can and should be provided to the student to achieve success in their educational endeavor. Its social relevance lies in presenting to the general public the challenges that it brings together, while clarifying that its epistemological and phenomenological basis seeks to prepare the individual to act with confidence and professionalism in their chosen field of study. This is a bibliographical essay, prepared based on the author's experience as a teacher working in this modality and based on the scientific work of classical authors on the subject. What is explored in this work is the condition that treating distance education as opposed to face-to-face education, without considering the learning possibilities specific to each of them, is to act in tune with a binary, irrational and uncritical way of thinking, revealing itself to be disharmonious with the processes of sociological development, which is another paradox, because the more possibilities for adjustments in the processes are considered, the more it becomes necessary to seek to deepen the investigations and methodologies that allow greater transparency regarding the results.

Keywords: Distance Education. Didactics. Capacity for analysis, interpretation and synthesis.