Distance education geographies

distance learning modality based on students' experiences, perceptions and representations

Abstract

This research aims to understand the experiences, perceptions and representations of university students in the distance modality and to apprehend the conformation of what they experienced in the 'university space' of this modality. For this, we use phenomenology in order to deepen the understanding of perceptions, representations and experiences, and also debated how the discussion about space in Geography is carried out when based on phenomenology and, finally, the debate about cyberspace due to the tribute it has for the modality. The operationalization of the research took place through meetings with seven students of the modality, both undergraduate and graduate and, through these meetings, we built the narratives that describe the meetings. Based on the description, we carried out the phenomenological reduction, a process of deepening the discussion about the meetings and the various issues that appear. And, based on this, we considered the occurrence of a 'university space' of the modality as an ephemeral phenomenon that constitutes the experience of the subjects.