Learning Science Lab | Roles

Co-learner

The traditional perception of students as passive recipients of knowledge has shifted dramatically. In a learning community, students are active participants and producers of knowledge. Models informed by constructivist theories of learning, such as cognitive apprenticeship, emphasize the role of social interaction in the development of cognition. Learners still receive coaching and guidance from teachers, but as co-creators of the learning experience, they have the opportunity to engage deeply with the material, their peers, and their instructors.

Active participation is fundamental to this model. Learners are encouraged to engage in dialogue, collaborate with peers, and take responsibility for their learning. This approach ensures that students develop essential skills, such as critical thinking, problem-solving, and self-direction. Thus, students become integral to the educational process, contributing their insights, partaking in discussions, and helping solve real-world problems.

Team member

The role of a team member emphasizes structured, goal-oriented teamwork, where each member is assigned specific responsibilities to achieve a collective outcome. In business education, where teamwork and communication are critical, learners contribute to group projects, case study discussions, and peer evaluations. This collaborative environment mirrors the team-based work structures learners will encounter in professional settings, where cross functional teams need to leverage their complementary skill sets.

Self-directed learner

Business education increasingly emphasizes the development of lifelong learners who can navigate complex and rapidly changing industries. In addition to gaining proficiency in the course content, learners benefit from the development of their metacognition, or “thinking about their thinking.”

Self-directed students learn to set goals, seek out resources, and manage their learning experiences. Teachers who can encourage this kind of self-assessment and development prompt a process that will serve students long after they’ve finished the class.

Facilitator

The role of the teacher extends beyond that of a content expert. Teachers are facilitators who help create and sustain the learning environment. This shift from "sage on the stage" to "guide on the side" means that students learn best when they are actively involved in their learning process.

Facilitation involves structuring learning experiences that encourage active participation and collaboration. Rather than merely delivering content, teachers prepare activities, discussions, and projects that allow students to interact meaningfully with the material and with one another. They create opportunities for peer-to-peer learning, guided reflection, and group problem-solving. In business education, this might include facilitating case study discussions, simulations, or experiential learning projects that mirror real business challenges.

Mentor

Teachers also act as mentors, offering personalized feedback and guidance to students. In a mentorship role, teachers help align students’ academic work and professional development goals. These one-on-one relationships help students identify their strengths, address areas for improvement, and set personalized goals for their long-term learning.

Coach

Teachers, as coaches, focus on short-term improvements and practical skills development. They might assist students in refining presentation skills, developing effective problem-solving approaches, or managing group dynamics. Through skills practice and providing timely, actionable feedback, teachers help students build the competencies they need to succeed.

Co-learner

When teachers are active participants in the learning process, they demonstrate that while they are experts in the field, there are always opportunities for growth and new ideas. They do not position themselves as the ultimate authority, but instead engage in the learning process alongside their students. This role is shared by multiple members of the learning community, emphasizing that learning is a collective endeavor. In this way, teachers model lifelong learning and intellectual curiosity—traits essential for success in the dynamic world of business.

Role model

In addition to the internal members of the learning community—learners and teachers—business schools often include external participants. These can include people from relevant fields like industry experts, guest lecturers, and practitioners. You can also call upon fellow faculty members and program alumni, who have a direct connection to your institution. These individuals bring invaluable real-world experience and knowledge into the classroom, enriching the learning experience for every member of the community.

Community members serve as role models, demonstrating how theoretical concepts are applied in practice. Their insights can bridge the gap between academia and industry, helping students understand the relevance of their studies. For example, guest speakers from the business world might offer career advice or challenge students to think critically about contemporary industry problems. Their involvement links classroom learning to professional application.

Facilitator

Community members can join classroom settings, but they can also bring students out of the classroom where they can engage in real-world experiential learning that the community member facilitates. This can include site visits such as a plant tour, day-long company hosted student challenges such as a hackathon, or collaborative projects like consulting for a local business or the board of a non-profit. Their position within their field enables experiences for students that wouldn’t otherwise be possible.

Coach

Community members also take on the role of coaches. They provide targeted expertise, offer practical insights, and help students navigate complex real-world scenarios. By acting as coaches, community members can help students refine their understanding of business practices and offer specific advice on career paths and professional conduct. This role allows community members to provide the personalized, hands-on support that connects student’s in-class work to real-world application.

For example, professionals could join the classroom in different roles—such as an investor—and roleplay with students to expose them to the challenges they might face.

Co-learner

Furthermore, these community members themselves benefit from their participation. Engaging with students offers them fresh perspectives on challenges in their fields and fosters opportunities for reciprocal learning. In many ways, these guests and experts become co-learners as well, embodying the fluidity of roles within the learning community.