Page 20 - Teaching and learning of interdisciplinary thinking in higher education in engineering

Chapter 1
integration. The intended learning outcome of IDT studied in this research was considered as one of the category ‘very best outcomes’.
The gain in understanding of learning processes characteristics starts, in the present research, via the use of the general learning theory of Illeris. In particular, the learning triangle, representing the interrelated tensions between the three dimensions of learning, was used in chapters 4 and 5 (Illeris, 2002, 2007) as a basis. Figure 1.3 shows the learning triangle with these three dimensions of learning: content, incentive, and interaction.
SOCIETY
INTERACTION
Figure 1.3 The three dimensions of learning (Illeris, 2007, p. 26)
The learning dimensions content and incentive refer to the individual learner’s acquisition process, represented by the horizontal arrow in Figure 1.3, and the learning dimension interaction refers to the acquisition process of the learner and its environment, represented by the vertical arrow in Figure 1.3. The basic conception of learning of this theory is reflected in
the multiple tensions between cognition (content dimension), emotions and psychodynamics
CONTENT
INCENTIVE
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