A Conceptual Analysis of Distance Eeducational Functions and Perspectives in Sociology

M. Cüneyt BIRKOK

In the following study, some literature is reviewing on the sociology of education. Sociological perspectives are discussed, and then some hypotheses are assumed that taken for granted in this paper. Those analyses have been developed and dealt with them as a sociological problem in distance education such as group structure, social control in society and technological effects on social change. In conclusion, the distance education is examined as a factor that determines social structure. It has primary contribution to social structure. Thanks to distance education methods, necessary knowledge is to diffuse to the person at the forest rank of social structure, and to draw them rapidly to higher ranks. These conclusions are considering that distance education based on technology modifies social reality. However, during this rapid evaluation, the balances in social structure are being loosed, and therefore many social problems arise. Then, new developments of distance education bring up solutions for those problems. Sociological researches in the field of distance education will give some light for the reconstruction of social balances in this circle.