Complementariness in learning trends: Classroom-based and distance

Nowadays, learning is going through a transformation. This metamorphosis becomes indispensable before intending to get a formative complementariness; for this, we refer to the epistemic [interdisciplinary], technical-administrative [technological, normative and administrative support], and humanistic [axiological]) as well as the complementariness of learning trends. It could be mentioned that there are stages of development and link; first at an institutional level, then interinstitutional, academic nets and, finally, the stage of interinstitutional programs and international megaprojects. The principle of complemen-tariness in education is fundamental in the present context, especially in classroom-based and distance trends, since they have been frequently considered as very different or even antagonistic subsystems. Their coexistence and compatibility can be given in diverse aspects. The present article is divided into the following sections: antecedents of distance education, common concepts, principles of complementariness and, finally, conclusions.