The student and the interaction with the content in distance education. Theoretical review

Abstract

Distance education has experienced notable growth in recent years, especially with the advancement of Information and Communication Technologies (ICT). However, one of the challenges that this educational modality faces is guaranteeing meaningful student interaction with the content. The purpose of this article was to systematize the conceptual theoretical references on the student's interaction with the content and its importance in distance education. The methodology used was exploratory-prospective, which allowed documentary-bibliographic analysis, data collection and the generation of ideas for decision-making. The findings highlighted the diversity of interpretations and definitions about this type of interaction, the lack of clarity among teachers about the distinctive characteristics of the student in distance education, and the inconsistency in the definition assumed among teachers about the content category. These limitations make it difficult to contribute successfully to the development of this type of interaction. Consequently, a definition of the student's interaction with the content was assumed, and some ways of promoting autonomous and collaborative learning in the student studying in the distance modality were proposed.