Collaborative Learning in Informal Spaces: Formulating a Pedagogical Project of Student-Centred Active Learning in Gender Studies

Abstract

This chapter focuses on the design and practical implementation of an experimental pedagogical project called Collaborative Learning in Informal Spaces (CLIS) that was incorporated into a Gender Studies unit (subject) at the School of Arts and Social Sciences, Monash University Malaysia over a 12-week semester in 2019. As a form of student-centred Active Learning Approach, CLIS builds on the Community of Inquiry framework (CoI) and emphasises the creation of a safe space for mutual learning and critical thinking. In addition to participating in conventional but interactive formal classes, students gathered in small teams at informal learning spaces on campus to engage in critical discussions on topics involving gender, sexuality, human rights and social transformation. Students then presented their deliberations during formal classes for peer-to-peer feedback. This study suggests that students’ involvement in activity-based learning activities at formal and informal spaces within the CLIS framework gradually helped them to reinforce their sense of confidence in public articulations of their personal opinions, and provided an avenue for more holistic and interpersonal learning.