The analysis of distance learning based on Vygotsky’s Learning Theory

Institute of Education, University College London, 20 Bedford Way, London WC1H 0NS, United Kingdom

^* Corresponding author: xianyang.liu.22@ucl.ac.uk

Abstract

This study aims to provide insight into the social interactions and cognitive development of students in a distance learning environment through the application of Vygotsky's theory to address possible barriers to learning in distance learning. The background introduction points out the importance of distance learning in today's education, whilst highlighting the challenges facing the field, such as declining student engagement and poor learning outcomes. The problem statement clarifies the central concern of the study, which is the possible impact of inadequate student social interaction on cognitive development in a distance learning environment. The purpose of the study clarifies the goal of analysing the social learning process in distance learning in depth through Vygotsky's theory and proposing solutions accordingly.