| dc.description.abstract | The central phenomenon that this entry seeks to explore is that people with the job title of “teacher” are almost never the only teachers in a learning transaction, and autodidacts are almost never solely responsible for their own learning. As well as designated teachers and students, text book authors, editors, illustrators, exam boards, curriculum designers, governments, timetablers, classroom designers, architects, learning management system managers, counselors, career advisors, makers of YouTube videos, discussion forums, friends, family, and very many other individuals and groups can and do play an active and often highly significant teaching role in guiding, supporting, and managing the learning process. Online learning, especially when it involves a team of specialists working on a course, makes the distributed nature of the process very visible, and the relative autonomy of online learners makes it more likely that they will seek additional or alternative supports for learning, but virtually all conventional in-person teaching involves multiple teachers too, from peers to textbook authors and, most especially, the learners themselves. | en_US |
