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DISTANCE EDUCATION, E-LEARNING, BLENDED LEARNING - Coggle Diagram

- - - - We can distinguish two basic modalities of E-Learning:
        E-Learning: when knowledge is exclusively distributed over the Internet.
        B-Learning or Blended Learning: when distance learning is combined with face-to-face learning.
        Although the most generalized term is e-learning, there are others that mean practically the same thing: online training, virtual education, tele-training, etc.
      - Characteristics of e-learning
        According to the previous definition we can list a series of basic characteristics:
        
        Physical separation between teacher and student.
        
        Massive use of technical means.
        
        The student as the center of training.
        
        Tutoring.
        
        Asynchronous two-way communication.
- - - - What is virtual education?
        Virtual education, also called "online education", refers to the development of training programs whose teaching and learning scenario is cyberspace.
        In other words, virtual education refers to the fact that it is not necessary for the body, time and space to combine to establish a dialogue meeting or learning experience. Without a face-to-face meeting between the teacher and the student, it is possible to establish an interpersonal relationship of an educational nature.
        
        What is distance education?
        Distance education appeared in the social context as a solution to the problems of coverage and quality that afflicted a large number of people, who wanted to benefit from the pedagogical, scientific and technical advances that certain institutions had achieved, but which were inaccessible by the geographic location or because of the high costs involved in frequent or permanent travel to these locations.
        
        It is important to specify that all the modalities or generations of distance education are valid and relevant in a country like Panama.
        Virtual education, therefore, is only one modality within the range of possibilities.
        The aim is to develop this type of education, in such a way that it becomes a real and quality option for many Panamanians who can find in it the space to train.
- - - - Blended learning has become, in turn, a field of study, a field of scientific research, at the forefront of experimentation, which tries to find new tools, resources and perspectives that enhance teaching and minimize the problems of learning. learning in a mediated society like the one we live in.
        Julio Cabero and Verónica Marín in their article "Blended Learning and Augmented Reality: teaching design experiences" show us the possibilities that this technology offers to distance learning, based on an educational experience in university degrees.
- - - - Three major learning trends converge today as a product of the development of Information and Communication Technologies (ICT), benefiting both students and educational institutions and companies.
        E-Learning is short for Electronic Learning. It is also known as teletraining or online learning. It is a teaching and learning model that uses the Internet and ICT as tools for participants to communicate and interact in a specific training process.
        E-learning constitutes an evolution with respect to distance learning, since previously ICTs were not used, but other communication methods such as correspondence, radio, audio cassettes, videos, among others.
        Mobile learning, as its name implies, is learning using mobile devices as tools. It is the evolution of E-learning making its way with smartphones or tablets. This modality is applied, for example, when the student is not in a fixed or predetermined place. Thus, M-learning is considered the next step in the development of online learning: it emphasizes the idea that you can learn anywhere and at any time.
        Blended Learning is a relatively recent trend. Literal translation is blended learning and it is indeed a combination of virtual and physical environments in the learning process.
        Rapid Learning is based on integrating the stages of staging (instructional design) and realization (multimedia design) of the content to obtain a single creation phase, where the result is what will reach the student directly.
- - - - The concept of "educational quality" is relatively recent in the pedagogical literature.
        Since the eighteenth century, in order not to go back any further, improvements in education have been happening without a solution of continuity, thanks in large part to the educational policies implemented and to the variety of pedagogical methods used.
        In all this, the quantitative was not only sought by creating more schools and facilitating access to new school populations, but rather an attempt was made to favor the qualitative by improving teaching levels. The "improvement" of education, so it was said, had to cover both aspects.
        
        The idea of comprehensive educational quality, as we have seen, incorporates equity, which is a value, but also the other values in their most complete breadth and depth. It should not be forgotten that values are both "extensive", that is, they reach the most diverse aspects of reality, and "intensive", that is, they possess a degree of depth dependent on the understanding and human preference that constitutes them.
        
        The first factor is the "sociocultural context" in which the school institution lives and develops. She does not live in air. It needs a "habitat" or cultural-axiological and socioeconomic framework in which it is inscribed and with which it maintains a permanent ebb and flow of giving and receiving.
        
        The second factor that affects the educational quality of a school is provided by its own «institutional-organizational context», which sustains it in a complex framework where various processes articulated by the Institutional Educational Project (PEI) intersect, which gives it its spirit and its institutional form. It is in this vertex where the great guiding principles of the institution and its axiological base are located, on which the duty of its educational quality will depend intrinsically.
        
        The third factor that affects educational quality is provided by the immediate «didactic-pedagogical context» itself. Here the art of the entire educational process is at stake, since in its unrepeatable immediacy both the teacher and the students must put into action everything that is foreseen in the previous levels and farthest from both the «sociocultural context» and the «context institutional-organizational ».