Gérin-Lajoie, Serge 
ORCID: https://orcid.org/0000-0001-7030-1640 et Papi, Cathia ORCID: https://orcid.org/0000-0002-5193-3906
(2026).
Distance Learning. Dans Fullwood, C.; Branley-Bell, D.; Orchard, L.; Limniou, M. et Stefanova, V. (dir.), The Palgrave Encyclopedia of Cyberpsychology. Palgrave Macmillan, Cham. ISBN 978-3-031-52643-5 10.1007/978-3-031-52643-5_85-1
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| Catégorie de document : | Chapitres de livres |
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| Évaluation par un comité de lecture : | Oui |
| Étape de publication : | Publié |
| Résumé : | Distance learning, at its most basic, refers to a situation in which learners can study from any location, independent of the geographical position of teachers or peers. Furthermore, learning and teaching activities may not necessarily occur simultaneously. When learners can choose only where they study, this is described as synchronous distance education; when they can also determine when they study, this is referred to as asynchronous distance education. The terms ‘distance learning’ and ‘distance education’ are often used interchangeably although the former focuses more on the learner's activity, while the latter encompasses the full range of practices undertaken by a teacher. Distance learning is both a professional practice and research field concerned with the design and delivery of courses and training that promote accessibility, lifelong learning, and the advancement of individuals and communities. It enables learners to engage either independently or in collaboratively, supported by appropriate teaching materials, diverse communication channels, and remote guidance from tutors or facilitators, as well as interactive features embedded within the technological environment. |
| Déposant: | Gérin-Lajoie, Serge |
| Responsable : | Serge Gérin-Lajoie |
| Dépôt : | 03 sept. 2026 13:54 |
| Dernière modification : | 03 sept. 2026 13:54 |
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