NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1084918
Record Type: Journal
Publication Date: 2016
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0307-5079
The Learning-Teaching Nexus: Modelling the Learning-Teaching Relationship in Higher Education
Knewstubb, Bernadette
Studies in Higher Education, v41 n3 p525-540 2016
The teaching-learning relationship is often described as a conversation. However, many models of teaching and learning depict the worlds of teacher and learner as enclosed and inaccessible, linked by apparently transferred communicative meanings. A new interdisciplinary learning-teaching nexus (LTN) model combines perspectives from higher education, linguistic pragmatics and Gadamerian hermeneutics to conceptualise the learning-teaching nexus as a communicative relationship. The LTN model depicts teaching and learning as simultaneously individual experiences, affected by personal epistemological, contextual and situational assumptions, and a shared communicative space, in which communicators and their addressees work to reach mutual understandings. This paper outlines the LTN model, explaining how it extends earlier frameworks, and discusses implications for educational practice and future research.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A