Particularly, I think the e-learning, just like MOOC, is an evolution of conventional distance education. That is, they are a step, phase, or generation of general developments in off-campus education formats (distance education, from my point of view). My position on this, here: http://aretio.hypotheses.org/736.
Rupture or evolution?
Historically the order is distance education, e-learning and MOOCs.
E-learning was an evolution of distance education, with the introduction of computers.
MOOCs are a new generation of E-learning, with the introduction of peer marking to allow scaling. Learners become certified to be markers.
Thanks Ian, his vision agrees with mine. However, others think that instead of a evolution is a radical break.
A new generation is a better choice of words. I have accordingly edited out the word 'evolution' in my comment above. Thanks.
While it can make sense to conceptually align e-learning with distance education I also think that the 'new generations' of e-learning -- or 'digital learning' as a broader term that I prefer -- can be characterised by other features apart from enabling 'distance education'. So, as Ian points out the evolutionary perspective can be misleading. E-learning or digital learning can take place with any electronic device - anytime, anywhere, as the saying goes -- but the learning does not have to be "education" as such; & it doesn't have to be at a distance. Engaging with technology can also be a consequence of the location of the device. Innovation with digital technology is enabling many new opportunities for learning whether through powerful search engines, social media, role-playing spaces or dedicated intelligent tutoring software, etc.
Right, Jon.
However, everything depends on the definition we assign the term "distance education".
True, "educate" is not the same as "teaching" or the same as "learning." That is why important to define the concept of "distance education".
I have worked for years this cuesión. My concept of distance education:
"Distance education is based on a mediated didactic dialogue between the teacher (institution) and the student who, located in a different place, can learn independently and also collaboratively."
So, I understand that e-learning and MOOCs is supported by didactic dialogue based on the media.
Well - it was E-LEARNING when E was added to anything that has technology attached to it... now the fashion is MOOCs - let us wait and see when those THOUSANDS finish their courses without any certificate unless they pay!
I agree with Lorenzo. The main problem in the distance education's analysis, is on the didactic dialogue based on the media. However, the contemporary device, is supported over the paradigm of the affordance into the learning environment.
I'm working about to the conceptual transitions between the clasica virtuality and the emerging shapes of affordance. I'm working to the affordance like the relationship between environment, device and individuo. This research problem, introduces the digital divide between the discourse and the practice of the virtual education into the high education institutions
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