Learning through Action and Cognitive Skills in Distance Education

Abstract

Since distance learning became an inclusive educational and pedagogical entity, new codes, new data and new fixed targets have been created. The trial period is long since over, as are its first tentative years. The concept of “distance learning” has been put into practice in a large number of research programs and academic papers, pursuing different paths of application and practice. There are thousands of users who obtain and use educational forms and models from the concept of “distance learning” in a way such as to facilitate their work and research, while there are others who use “distance learning” as a vehicle of information and knowledge in ways, which suit their needs and respond to their prerequisites. In most cases, these instances are scientifically legitimized by the “alibis” of individual choice. If one takes the structure of a model of distance learning and converts it into pyramidal form, he must work quite analytically, by subtracting or perhaps adding to achieve the final form. This process could be likened to the work of the archeologist who attempts to recreate from the beginning an unknown mosaic, the pieces of which are given to him one by one. Composing the final image by subtracting and adding is a intricate, time-consuming and particularly complex task.