Andragogic collaboration in a tertiary poetry classroom: an exploratory action-research study of learner engagement in a post-pandemic, global-south context

Abstract

Purpose This study aims to explore the effectiveness of an andragogy based collaborative teaching approach in enhancing tertiary students’ engagement and learning outcomes. Keeping pace with the ever-evolving global education landscape, the vital concern today has become the enhancement of the quality of education. Tertiary education is a significant phase after primary and secondary education, where traditional pedagogy alone often seems insufficient to meet adult learners’ needs. Learners at this stage deserve a more planned, activity-based and occasionally autonomous learning environment. Design/methodology/approach This research highlights the implementation of a collaborative teaching pattern that integrates aspects of andragogy into a Suggestopedic environment, ensuring that activities common in Total Physical Response (TPR) create more engaging, meaningful and effective learning experiences. The practice emphasizes experiential knowledge, self-directed learning and problem-solving for post-pandemic learners. Most significantly, the principles of andragogy align with the cognitive, psychomotor and emotional development of the tertiary learners. This qualitative research used action research with 53 (n = 53) second-semester, first-year students (25 male and 28 female) in the Introduction to Poetry course at the Department of English, Daffodil International University (DIU), Bangladesh. Findings At the end of the semester, four sets of data were collected via “Padlet” on a blended learning course platform, which reflected the impact of students’ engagement, active academic performance, resourcefulness and overall learning satisfaction. Originality/value This exploratory, single-semester action-research study offers context-specific evidence on how problem-based learning, collaborative planning and reflective practice can be integrated within an andragogic framework in a Global-South tertiary classroom, contributing practical recommendations alongside a review of relevant literature.