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The article offers some reflections on the study of the possibilities and impact of global digital connectivity vis-à-vis actor training. The traditional teacher–student relationship is problematised to highlight other learning environments beyond the institutional and which indicate auto-didactic processes. The advance in new learning technologies in the twenty-first century is seen to appropriate the lack of a shared physical location between teacher and student in order to recreate it as a space for autonomous agency via the mediation of online transmission and interaction. The article argues that this technological development does not as yet mark a radical paradigm shift but a re-visitation of fundamental aspects associated with auto-didactic approaches in autonomous and non-institutional situations. A spectrum of 'guided auto-didactic' practices and a concept of hybridity are proposed to underline continuity and evolution – rather than disruption and revolution – in relation to the advent of digital technology in the field of actor training.
Frank Camilleri (Fri,) studied this question.