This article identifies and analyzes three generations of distance education pedagogy. Unlike earlier classifications of distance education based on the technologies used, this analysis focuses on the pedagogical approaches that define the learning experiences embedded in instructional design. Although this classification of pedagogical approaches can also be applied to traditional (face-to-face) education, the requirement for openness and clarity in both the content and processes of distance education makes this study particularly relevant for distance education designers, instructors, and developers.
| Mualliflar | Qurbonov, G‘.G‘. |
|---|---|
| Jurnal | Ilim ha’m ja’miyet |
| Nashr sanasi | 2025-11-15 |
| Son | 7-2 |
| Betlar | 52-54 |
| Til | uz_Latn |
masofaviy ta’lim, sun’iy intellekt, kognitiv-behavioristik, individuallashtirilgan ta’lim, Ijtimoiy-konstruktivistik, konektivistik pedagogika, konektivizm, konektivistik ta’lim, дистанционное обучение, искусственный интеллект, когнитивно-бихевиористский, индивидуализированное обучение, социально-конструктивистский, оннективистская педагогика, коннективизм, коннективистское обучение, distance learning, artificial intelligence, cognitive-behavioral, individualized learning, social constructivist, connectivist pedagogy, connectivism, connectivist learning
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