CONICET | Buscador de Institutos y Recursos Humanos

Distance Education has notably increased in higher education. One way of controlling its content validity consists of analyzing the cognitive abilities and attitudes that are being put into action. Cognitive Psychology offers a basis for taking decisions about design, implementation and evaluation. The idea of distance in higher education deserves reflection about its meaning compared to more traditional forms of teaching. Distance Education displays particular response modes in designers, tutors, teachers and students. The teacher becomes a facilitator of learning and assessor of required competences. The cognitive perspective promises to shed light on the nature of the process of searching, accessing, consulting and the use of information. The degree of familiarity with the content and with digital tools, the use of multimedia, the management of the available time, the supervision of progress, the evaluation of input, representation and output may be object of treatment.