Abstract
The creation of the Internet and of other new technologies of information and communication has revitalized distance learning,
providing a variety of methods and resources for instructional designers. The present study aimed at discussing the concepts of
transactional distance, autonomy, personalization of education and accessibility in the instructional design of online courses, for young people and adults. There is no single model to be followed, on the contrary, the courses can have different formats, for example, massive courses, without the direct participation of the teacher in the execution, or courses for small groups, with conditional rules for for customizing and personalizing learning, with a direct contact between the teacher (facilitator) and the student (learner). Online distance education has the potential to evolve along with the creation of new technologies; it is not just a strategy to facilitate physical access to a course or just to reduce costs, but as a set of methods and resources that can improve acquisition of knowledge.
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