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A CONCEPTUAL ANALYSIS OF DISTANCE EDUCATIONAL PERSPECTIVES AND FUNCTIONS IN SOCIOLOGY

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The distance education is analyzed as a problematic conception in social reality. Because of the educational facts, it has been realized many radical changes in modern era that could be rated as revaluation. New technologies develop continuously distance education models, so it must be expected new revolutions become reality. However, rapid change in social reality causes to lose structural balances and to prevent benefits of distance education. Since social facts are the subject of sociology, and distance education with its new technologies is being observed in social reality as a very important factor that affects social structure and social change, there shall be a sociological analysis for distance education. In this essay, the phrases of "distance" and "education" are going to be inspected by applying the concepts of social structure and social change as named sociology. At this point, a basic question arises: How does distance education function and change in a given society, if it is taken as a social phenomenon? To make an analysis for the question in this limited work, I am going to use the content analysis and observation methods to examine the terms of distance and education effected by technology with the aspects of social structure and social change. For this aim and as a part of methodology, a point of view must be constructed in order to discuss the distance education with some sociological perspectives and concepts. In the following parts of this study, some literature is reviewing on the sociology of education. Sociological perspectives are discussed, and then some hypotheses are assumed that taken for granted in this paper. Those analyses have been developed and dealt with them as a sociological problem in distance education such as group structure, social control in society and technological effects on social change. In conclusion, the distance education is examined as a factor that determines social structure. It has primary contribution to social structure. Thanks to distance education methods, necessary knowledge is to diffuse to the person at the forest rank of social structure, and to draw them rapidly to higher ranks. These conclusions are considering that distance education based on technology modifies social reality. However, during this rapid evaluation, the balances in social structure are being loosed, and therefore many social problems arise. Then, new developments of distance education bring up solutions for those problems. Sociological researches in the field of distance education will give some light for the reconstruction of social balances in this circle.

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References: 

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