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.

摘要：本文呈现了一项以网络空间为发生媒介，旨在刻画远程教育（Distance Education，DE）模式下网络文化（cyberculture）学习特征的调研结果。研究数据源自对一名自然科学专业远程教育模式下本科生的访谈。研究者依据内容分析的规范流程，借助由学习场所（learning venues）概念与网络文化相关要素构成的分析工具，对学习者的报告展开解读。基于该分析工具，本研究证实，网络文化学习涵盖认知层面、个人层面与社会层面的内容，其中以认知实践型为主，同时包含教学模式要素以及构成远程教育核心地位的驱动因素。本研究认为，本次呈现的研究结果可为远程教育领域的教与学研讨，以及网络文化参与教育进程的相关探讨提供有益参考。