Abstract
This paper examines the discourse of remote teaching during the COVID-19 pandemic based on its opposition to distance education. The terminological issues in this debate are identified; the main arguments of the opposition between remote teaching and distance education are addressed; and the common elements between the two educational modalities are analyzed. Based on Andrew Feenberg's Critical Theory of Technology, we argue that technological mediation in both distance and remote education has limitations as well as potentials that must be discussed.
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