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Introducing Distance into the Model

Introducing Distance into the Model

Jean-Claude Bertin, Patrick Gravé
Copyright: © 2010 |Pages: 21
ISBN13: 9781615207077|ISBN10: 1615207074|ISBN13 Softcover: 9781616922610|EISBN13: 9781615207084
DOI: 10.4018/978-1-61520-707-7.ch002
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MLA

Jean-Claude Bertin, et al. "Introducing Distance into the Model." Second Language Distance Learning and Teaching: Theoretical Perspectives and Didactic Ergonomics, IGI Global, 2010, pp.37-57. https://doi.org/10.4018/978-1-61520-707-7.ch002

APA

J. Bertin, P. Gravé, & J. Narcy-Combes (2010). Introducing Distance into the Model. IGI Global. https://doi.org/10.4018/978-1-61520-707-7.ch002

Chicago

Jean-Claude Bertin, Patrick Gravé, and Jean-Paule Narcy-Combes. "Introducing Distance into the Model." In Second Language Distance Learning and Teaching: Theoretical Perspectives and Didactic Ergonomics. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-61520-707-7.ch002

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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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