Abstract

This bibliographic review aimed to analyze the characteristics and pedagogical implications of five models and theories of interaction and communication, formulated in recent decades by different authors, whose contributions to distance education have been of special interest in this educational field. To this end, a bibliographic inquiry was carried out in different databases and online search engines, which would allow specialized literature to be located, but, above all, it would allow for the review of texts written by authors who originally proposed the model or theory, which provides a corpus of texts that can serve as a reference for future research.

Among the main findings, it is worth noting that each of the approaches analyzed has been marked by the technological evolution of its historical context; therefore, as one of the main conclusions, it is proposed that in the evolution of these theories an episteme rooted in historical modes of pedagogical interaction and the mediations that marked these concretions is perceived.

Key words: Distance education; learning; educational technology