Distance learning is characterized by the use of technological tools that substitute for the physical presence of either the trainer or trainee and is also widely used in the field of adult education. The main feature of distance learning programs is the use of an asynchronous platform system (Moodle), which promotes learner's critical thinking and creativity by linking learning to practice, reflection, case study and exploration. The trainer, for his part, designs e-courses with the capabilities of using educational material such as videos, presentations, images, etc. In addition, the use of an online platform (Moodle) promotes learner's individualized learning pathway, as well as the ability of participants to interact, principles that are compatible with the critical thinking that governs the principles of adult education.
Transformative learning refers to the process of transforming frameworks through which adults interpret the experiences, values, feelings, and shape their actions and living conditions, combined with the cultural context in which they are socialized. In this process the adult re-evaluates the experiences he has gained since his childhood, resulting in a new knowledge through critical thinking. Transformative learning is applied to adult education where the aim is to acquire new professional skills based on the needs of learners. The ability to apply distance learning asynchronously releases it from spatial or temporal constraints, making it suitable for the implementation of transformative learning. The trainer can take advantage of the technological applications (video, presentations, etc. asynchronous communication, and e mail) and authoritative scientific sources of the internet. This activates the trainee in a heuristic course towards the knowledge that will move his interest and will change his / her perceptual systems by leading him / herself into self-realization. Therefore, the use of distance learning in adult education is fully in line with the principles of transforming learning.
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