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Distance Learning Techniques in University Courses
Abstract
Distance learning (DL) is not, and must not become, a surrogate for traditional learning with the teacher (Trentin, 1998). For this reason, alongside virtual classroom technologies such as chat and video-audio conferences and methods typical of synchronous DL which requires the simultaneous presence of lecturers, tutors and students online, it is important to implement asynchronous interaction tools for: • Accessing content; • Self-testing; • Distance dialogue between students, tutors and teachers. Asynchronous DL therefore offers an important innovative possibility for classroom teaching (whether it be real or virtual): automatic link between content and structure. From this it is easy to deduce that DL is characterized by three types of activity: 1. Transmission of content prepared by the teacher (configured as content expert); 2. Test and self-test of learning through the use of online interactive tools; 3. Dialogue between students, tutors and teachers. This complex structure which generates articulated processes designed to create environments favourable to teaching but above all to learning, also requires to be considered, and above all defined, in the light of the roles and professional figures involved (Frignani, 2003).
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