Teaching and learning are interconnected, so changes in the teaching role affected the roles of students as well as delivery and perception of content. By adopting a constructivist teaching role, teachers found students more fully accepted ownership of learning. Moving from lecturer to engagement in learning community was a more complex process than expected. It included sharing responsibffity for learning, teaching, and evaluating. It required cooperative rather than competitive dynamics and compelled professors to focus on students, their lives, needs, processing of Ideas and perspectives. New student skills and behaviors emerged since the dynamics transcended student and teacher experiences.
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