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The ‘Context' Pole
Abstract
Experimental evidence suggests that the context in which learning environments operate plays such a significant part that it becomes necessary to regard it as just another pole in the didactic ergonomics model. Indeed, as any of the other poles we have described so far, it imposes constraints upon the various actors of the teaching/learning situation and is made to evolve as a result of its interactions with the rest of the system. Several questions are therefore raised: what is exactly meant by ‘context’? How can it be defined? How can its evolution be understood when confronted to technological, pedagogic, or social innovations? In the first step, we will consider how to define context in a systemic and sociological perspective. In order to make the nature of this pole more explicit, we will resort to organizational sociology which will help us analyze the structural and functional aspects of the specific system formed by distance language learning environments.
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