Pedagogical-didactic approaches in Distance Education: reflection on the experience of the Faculty of Human Sciences (FCH)

Abstract

The article addresses the pedagogical-didactic approaches to distance education (EaD) based on the analysis of the study plan of the Bachelor's Degree in Educational Sciences of the National University of La Pampa (UNLPam), Argentina. It presents EaD as an inclusive strategy that expands access to higher education and it details how the curricular design of the career promotes autonomy and self-regulation of learning in groups of students with a constructivist orientation in which the teacher defines himself as a tutor and facilitator. In addition, it examines the integration of digital technologies such as the Moodle platform which enable asynchronous interaction and collaborative construction of knowledge, essential elements for success in remote learning contexts. In this way, the challenges of EaD are discussed, including the need for constant adaptation to the capabilities of students, as well as the importance of maintaining educational quality and avoiding the deepening of inequalities in access. The study concludes that, although EaD at the FCH-UNLPam, implies advances to democratize higher education by favoring inclusion and access, its continuity depends on a solid institutional framework, in addition to requiring constant pedagogical innovation and continuous training of the teaching staff to maintain its relevance in the current context.