Volume 76, Issue 1 (2017), pp. 113–126
This study analyzes the genesis of distance education functions within the contextual conversion of technological and educational paradigms. The genesis is based on the technological and educational environment consistency factors, therefore, it is analyzed as an integral technology and education symbiosis phenomenon. The study distinguishes between historical and educational distance education genesis paradigms, which are defined on the basis of distance education functions’ interchange. Distance education genesis is described within nine stages and is expressed as a holistic model through objectives, approaches and functions genesis. On the basis of this model, distance learning genesis cycles and their components are identified. In accordance with modern teaching theories, distance education objectives and functions are substantiated in technological and educational paradigm interchange contexts, defining consensus and dichotomy of teaching / learning processes.