The University Professor: a Transition from Monopolist of Knowledge to Co-learner; Reflections over a Case Study.

This article sheds light on how the professor in higher education may actively partake in the extended classroom to provide joint competency building for students and professor. It is a criterion that teaching in higher education is to be research based, and this is typically seen as the knowledge presented in the campus classroom is based on the research of the professor. However,the focus needs to be shifted from the professor to the learner, and this article addresses this: a mere presentation of research is not adequate for the teacher training professor and -student. The author demonstrates how co-learning with students through location based teaching and learning leads to knowledge- and competence building; not only of teaching, but also as teaching.