Complexity, class dynamics, and distance learning

Classroom participants learn early on that each classroom has its own dynamic comprised of personalities, motivation levels, skills, and other variables. This paper explores features of complexity theory—nonlinearity and emergent self-organization—relevant to dynamics in physical or virtual classrooms. These central notions of complexity theory and their importance in composition classrooms help explain why students in virtual classrooms are often less successful than their physical classroom counterparts in negotiating the eddies of virtual interactions. The paper closes with a brief consideration of how teachers can interrogate all the elements of teaching and classroom context (whether physical or virtual) to influence the emergent dynamic of our classrooms.