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What is Metagogy

Chapter 26
Handbook of Research on Transnational Higher Education
It is a process of collaborative learning amongst adults that works on interdependence of learning for the advantage of the individual as well as the community.
Published in Chapter:
Education Collaboration Development: A Blended Shore Education Approach to Sustainable Development
Gabriele Strohschen (DePaul University, USA)
Copyright: © 2014 |Pages: 14
DOI: 10.4018/978-1-4666-4458-8.ch026
Abstract
We are living in a state of great flux. Needless to say, political, social, economic, and technological structures are changing faster than we can name and define them. As educators, we are called upon to ready adults for the challenges brought on by global changes. Educators in the 21st century are no longer knowledge producers and disseminators. Educators are involved in managing the educational process: their own and that of the adult students. Educational leadership in the knowledge society is evidenced with a curiously mixed set of skills; it is defined by emotional intelligence and spirituality; it is defined by the finely honed ability of facilitating learning in cross-cultural, multi-lingual, and inter-disciplinary settings; it is defined by a willingness to move away from the guru-stance of teaching and toward a praxis of partnering for change. Today’s educator ought to be a strategic partner in the lifelong and life-wide process of learning. This chapter explores the multi-dimensional role of educational leadership, which is characterized by interdependence and calls for research on collaborative and contextual paradigms in higher education development, delivery, and management.
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Chapter 8
Framing a Philosophy for 21st Century Global Recurrent Education: Considerations on the Role of the Adult Educator
The term given by Strohschen and Elazier to the inclusive approach to instruction by, with, and for student and teacher that iteratively moves on a spectrum of dependent/more directive to interdependent/less directive instructional approaches and relationships (2009).
Published in Chapter: Framing a Philosophy for 21st Century Global Recurrent Education: Considerations on the Role of the Adult Educator; From: Encyclopedia of Information Communication Technologies and Adult Education Integration
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Chapter 15
Toward the Freedom of the Human Spirit: Re-Searching and the Role of Leadership and Education
An inclusive process to instruction by, with, and for student and teacher for collaborative teaching and learning approaches that iteratively move on a spectrum of dependent/more directive to interdependent/less directive instructional approaches and relationships for the advantage of the individual as well as the community (Strohschen, 2016 AU32: The in-text citation "Strohschen, 2016" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).
Published in Chapter: Toward the Freedom of the Human Spirit: Re-Searching and the Role of Leadership and Education; From: Handbook of Research on Educational Leadership and Research Methodology
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Chapter 12
Back to the Future: Community Engagement and Metagogy
“The term given by Strohschen and Elazier to the inclusive approach to instruction by, with, and for student and teacher that iteratively moves on a spectrum of dependent/more directive to interdependent/less directive instructional approaches and relationships (2009)” (Strohschen, 2011).
Published in Chapter: Back to the Future: Community Engagement and Metagogy; From: Competency-Based and Social-Situational Approaches for Facilitating Learning in Higher Education
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Chapter 39
In the Nexus: Learning Pods as Learning Micro-Societies
In this model, educators draw from both andragogy and pedagogy to “adopt an attitude toward good practices” ( Strohschen, 2009 , p. xi).
Published in Chapter: In the Nexus: Learning Pods as Learning Micro-Societies; From: Handbook of Research on Teaching and Learning in K-20 Education
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