The Characterization of Cyberculture Learning in Distance Education

Abstract: In this article we present the results of an investigation that sought to characterize the learning of cyberculture in the Distance Education (DE) modality, with cyberspace as the medium where it occurs. The data came from an interview with an undergraduate student, in the distance education modality, in Natural Sciences. The apprentice's reports were interpreted according to the procedures indicated by content analysis, and with an instrument constituted by elements of the concept of learning venues, and of cyberculture. Based on this instrument, we verified that learning about cyberculture was a set of epistemic, personal, and social, mainly of the epistemic-practical type, together with elements of the pedagogical model and the driving forces that make up the primacy of distance education. We consider that the results presented here may be useful in discussions about teaching and learning in distance education, and the participation of cyberculture in educational processes.