An Ergonomic Vision of Actors and Resources in Distance Education Environment

Abstract

Comparative studies aim to identify, describe and evaluate conceptual and technological innovations focused on the continuous training of students with emphasis on distance education methodologies and tools. The learning process in web-based instructional models becomes a complex commitment to educator, just as the blackboard and the chalk paradigm had been in the past, when the blackboard and chalk were deemed the formal means of transfer of knowledge between the professor and the student in the traditional school environment. Breaking this paradigm is just the initial step to accept the "Invisible School" and the "remote" teacher, who can be "turned on and off" by the students, according to their time constraints and learning conveniences, which are as flexible as the selection of roadmaps on the development of the curriculum frameworks of what should be learned, and where to learn, with whom to learn and when to learn. Some Distance Education environments are being designed by web-designers and html language programmers, and it is expected that the final product, besides presenting a friendly interface and pleasant visual, can also present a pedagogical environment and ergonomic relationships with its users.

Keywords: Ergonomics, Distance Education, Constructivism

DOI: 10.54941/ahfe1001246