Vol. 15 No. 30 (2022): Research and training in cyberculture. Education, technology and learning

The pandemic caused by the new coronavirus, among the many demands of adaptation to life in society, has revealed the inequalities (material and symbolic) and contradictions (of form and content) in educational offers and practices, highlighting the power of Cyberculture and, at the same time, our lack of knowledge about what can be done in it/with it. We understand Cyberculture "as the contemporary culture that revolutionises communication, production and networked circulation of information and knowledge at the city-cyberspace interface", being structured by digital technologies from which new cognitive profiles emerge, with their own demands and which draw unique and differentiated relationships with the teaching-learning processes.

Faced with the need for physical isolation, to contain the circulation of the virus, educational institutions were forced to think of distance strategies that would allow the continuity of educational rituals, which was not a simple process, for several reasons. Life in cyberculture, although familiar to many students and teachers, does not necessarily dialogue with what is/has been practised in schools and universities, which has required an effort to appropriate and create other forms of learning through encounters produced on the digital network. In this context, it is imperative to debate, invest, train and stimulate experiences in/with Cyberculture, creating pedagogical intentions that are not reduced to emergency teledocency, but that create languages, procedures and ethical-aesthetic-political commitments to new ways of educating.

In this issue of the Journal of Learning Styles we can find research articles resulting from the practices and training proposals of cyberteachers and cyberstudents that have been forged in the pandemic or before it. Some analyses have been collected that contemplate the concept of Online Education, understanding it as a phenomenon of Cyberculture, practised in a network, and which must be differentiated from the structure of Distance Education and the current practices of Distance Learning, involving teaching-learning processes mediated by digital interfaces and transiting through various computer systems, dialoguing with interactivity, dialogue, connectivity and authorship.

The research articles, studies, experiences and practices deal with the following themes:

- Education in cyberculture;
- Teaching in online education;
- Teaching and learning processes in e-learning;
- Innovation in distance learning in emergencies;
- Distance education in the Covid-19 pandemic;
- Learning styles in online education;
- Architectures and didactic designs in online education;
- Teaching and mediation in online education;
- Online research and training.

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