Evolving Learning Models and Emerging Role Conflicts in Higher Education

Abstract

Higher education institutions are centers of learning which impart education primarily through teaching. Teaching could be conceived as knowledge delivery where the teacher and the taught engage in the mutually agreed transaction. The role relationship between the two decides the quality of the transaction – may it be patronage, benevolence, demand-driven interaction or joint exploration. These roles, either the presumed role of the students or assumed the role of the teacher, are characteristic of different models of learning with corresponding intended learning goals. There is a comparable relationship between these models and the system of learning that has been in existence over a period of time. Compatibility could be seen in relation to levels of learning as well. Hence learning models are to be seen as evolving. The present scenario of higher education envisages sharing common platform for teacher and student thereby teacher is confronted with role conflicts frequently. This paper aims to discuss some of the emerging role conflicts which are more relevant in a partnership based learning scenario. An attempt is also made to draw a framework for evolving learning models.