The emergence of autonomy in intertwingled learning environments: a model of teaching and learning

Gerald Ardito, Jon Dron

Research output: Contribution to journalJournal Articlepeer-review

Abstract

Nelson and Nelson (1987) coined the term “intertwingularity” to express the complexity of interrelations between the various facets of human knowledge. This theoretical paper explores the intertwingularity of learning environments by proposing a model for understanding and operationalising the relationship between learning environments and their relative degrees of cooperative freedoms and the learning technologies used by teachers and students. Two case studies demonstrate that these types of learning environments generate far more complexity, in the form of recursion and iteration, than do traditional learning environments. While these types of distributed learning networks have been observed in adult learning settings, they have only been rarely observed in K-12 classrooms. Implications for teacher education and teacher education research are discussed.

Original languageEnglish
Pages (from-to)241-264
Number of pages24
JournalAsia-Pacific Journal of Teacher Education
Volume52
Issue number2
DOIs
Publication statusPublished - 2024

Keywords

  • Learning environments
  • autonomy support
  • complex adaptive systems
  • learning technologies
  • teacher education
  • teacher education research

Fingerprint

Dive into the research topics of 'The emergence of autonomy in intertwingled learning environments: a model of teaching and learning'. Together they form a unique fingerprint.

Cite this