Developing Learning Spaces and Andragogues’ Roles: The C-Star Framework of Large Class Engagement
Rouxelle de Villiers
Auckland University of Technology, New Zealand
Jo-Anna Scott-Kennel
University of Waikato, New Zealand
Marina Kirstein
University of Pretoria, South Africa
Volume 17: 2022, pp. 59-90; ABSTRACT
As class sizes grow, a shift in mind-set from teacher to enabler through development of learning spaces is essential to large class engagement at tertiary level. Expanding upon on previous work in the areas of engagement and management education, the paper develops the ‘C-Star’ framework based on five learning spaces – clusters, communication, challenge, co-creation and collaboration – that enable learning through engagement in large class contexts, in particular for diverse, international cohorts. Drawing on extant research, andragogical experience, and shared insight from business educators and scholars, particularly those involved in international business, the paper explains how the role of the large class facilitator (LCF) - as co-ordinator, commentator, coach, catalyst and co-creator - is critical to development of learning spaces. Key attributes and actions, and detailed examples of activities and innovative assessment used by the authors to effectuate these learning spaces are discussed. Key insights from the paper are that modern andragogy needs to shift teaching and learning paradigms toward principles of self- and peer-management, shared responsibility to co-create content and higher order learning through interactive experiential learning, allowing learners to embrace cognitive apprenticeship at their own pace and in their own preferred style. The paper offers an agenda for future andragogy research.
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