Abstract:

In this article, we show the resistances that can occur in distance learning according to its relationship with the field of power and individual inequalities. The purpose of this study is to identify the variables that contribute to the configuration of resistance in the participants to the courses. It is therefore necessary to relate the concept of resistance to the notion of power. They are two interrelated concepts that coexist and feed each other. In addition, we will seek that creative and active, productive and positive conception. Resistance is influenced by communicative and participatory elements. They also make up the resistances as daily life is affected; and, the relationship that the flexibility of the courses facilitates access.

This study follows a descriptive quantitative and qualitative methodology. To do this, it approaches the participants of a distance learning course: coordinator, teachers and students. We approached the coordinator with a semi-structured interview and the other two groups of participants with an open-ended short answer and multiple choice questionnaire. The coordination is a unipersonal organ that was asked to verify the information previously answered by teachers and students. 100% of the teachers answered the questionnaire, while 42% of the students answered the questionnaire.

From the quantitative data it is worth nothing that there are significant differences in the field of communication and participation among teachers with experience in e-learning. Also, there are significant differences in flexibility in the degree of participation; and, in the degree of flexibility expressed by the faculty, there are significant differences in all fields. In the students, there are significant differences in the level of participation in daily life.

For the teachers, the communication is done by telephone to get in touch with the coordinator and by e-mail and through the platform. The faculty believes that more meetings are needed between them. The daily life of students is affected especially in economic terms by enrolment and travel. Internet access differentiates the pace of learning between students. For the students, it is an effort to combine daily activities with the course. For all teachers the course is flexible, except for one who feels busy all day responding to students.

It’s possible that students with difficulties in accessing the Internet will experience resistance during the course. There is a certain lack of knowledge on the part of teachers in distance learning although most of them know the tools that this training makes available to them through the platform. The data point to an improvement in the ways of communication and participation, since it is seen as points of resistance generation when these ways do not work. All the participants lack more face to face with the rest because for them there is little communication and little use of the communication tools offered by the platform. The economic effort is not a generator of resistance on its own, although when accompanied by low satisfaction with the courses, it can lead to resistance in the students.

Keywords:

Communication, flexibility, e-learning.