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Introducing Distance into the Model
Abstract
This chapter will consider how the introduction of distance impacts the didactic ergonomics model constructed in chapter 1. In accordance with the systemic approach adopted in this book, we will first define the notions of distance learning – also referred to as e-learning. Then we will question the notion of distance itself to see how its specific meaning in our context intensifies the complexity of the language learning situation while at the same time making more explicit processes previously kept hidden. Distance should not however be considered just another pole of our model. It does not in itself generate new sets of interactions, but rather it modifies existing ones to an extent that remains to be defined. Instead, we will consider that it adds a new dimension: the shift from a face-to-face setting to distance learning superimposes an extra virtual, or immaterial, layer in the initial situation. The nature of this so-called virtual reality will be explored in psychosocial terms to understand how learning processes are affected.
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