Interruption, Introspection, and Inference: The Indispensable Concomitants of Autonomous Learning

Abstract

Autonomous learning facilitated by technology is commonly touted as the pinnacle of independent learning. It is believed to offer learners a self-directed journey free from external influence. However, this perception confutes the intrinsic role of mediation when viewed specifically through Interruption, Introspection, and Inference (3Is). This paper argues that autonomous learning is never truly autonomous but rather a symbiotic interplay among 3Is, where 3Is play integral roles in guiding and transforming learners' experiences via an active dialogue. Through an exploration of selected literature, this paper elucidates how the presence of and interaction among these 3Is is indispensable for the efficacy of autonomous learning. Consequently, the notion of autonomous learning existing in isolation is debunked as a myth. The paper posits that the 3Is are the indispensable concomitants of self-directed learning. The paper will identify the myths surrounding independent learning and establish the purpose and role of 3Is. The paper will conclude with the necessity of offshoots of mediation -the 3Is for effective learning outcomes.