An examination of co-teaching in an online environment
DOI:
https://doi.org/10.21100/compass.v15i2.1351Keywords:
Co-teaching, Team Teaching, online environment, assessment, engagement.Abstract
Co-teaching, employed as a pedagogical tool, is a teaching method commonly used to improve students’ collaborative learning. It can be defined as two or more professionals delivering substantive instruction to a diverse group of students in a single physical space or as blended delivery. Team teaching is an approach to co-teaching, a Business Education method since the 1990s. This case study examines tutor experience and observations of co-teaching on a level 4 specialist transport and logistics module delivered online in 2020-2021. We are the teaching team for the module at the University of Greenwich and worked as two co-tutors. Using a mixed methods approach, we have compared, across a range of parameters, student outcomes for a) co-teaching and b) teaching by a single person. The quantitative measures included attendance, marks awarded and student satisfaction (EvaSys scores) and the black, Asian and minority ethnic (BAME)/white module gap; the qualitative measures consisted of tutor observations. Across the quantitative measures, the results are consistent with the suggestion that students may have benefited from being co-taught. Similarly, the qualitative measures indicate greater student engagement with co-teaching than with teaching by one person. We feel that the initial findings from our analysis demonstrate that there is potential for further exploration of the benefits that might be gained from a wider application of team teaching across the Business Faculty.References
Axelson, R.D. and Flick, A. (2010) ‘Defining Student Engagement.’ Change: The Magazine of Higher Learning, Routledge, 43(1), 38-43. Available at: https://doi.org/10.1080/00091383.2011.533096 (Accessed: 06 May 2022).
Bacharach, N., Heck, T.W. and Dahlberg, K. (2008) ‘Co-Teaching in Higher Education.’ Journal of College Teaching & Learning, 5(2), 9-16. Available at: https://www.clutejournals.com/index.php/TLC/article/download/1532/1512 (Accessed: 23 June 2021).
Bada, S.O. and Olusegun, S. (2015) ‘Constructivism Learning Theory : A Paradigm for Teaching and Learning.’ Journal of Research & Method in Education, 5(6), 66-70. Available at: http://www.iosrjournals.org/iosr-jrme/papers/Vol-5%20Issue-6/Version-1/I05616670.pdf (Accessed: 13 March 2021).
Dumas, L. and de Montigny, F. (1999) ‘Quality perinatal nursing education through coteaching.’ The Journal of Perinatal Education, 8(4), 27-35. Available at: https://pubmed.ncbi.nlm.nih.gov/22946005/ (Accessed: 07 May 2021).
Ertmer, P.A. and Newby, T.J. (2013) ‘Behaviorism, Cognitivism, Constructivism: Comparing Critical Features from an Instructional Design Perspective.’ Performance Improvement Quarterly, 26(2), 43-71. Available at: https://onlinelibrary.wiley.com/doi/abs/10.1002/piq.21143 (Accessed: 29 April 2021).
Floyd, G.J. (1975) ‘Team teaching: advantages and disadvantages to the student.’ Nursing research, 24(1), 52-57. Available at: https://europepmc.org/article/med/1038022 (Accessed: 07 May 2022).
Gray, D.E. (2013) Doing Research in the Real World. (Third Edition.) London: SAGE Publications Ltd. ISBN: 978-1-5264-1852-4
Groccia, J.E. (2018) ‘What Is Student Engagement?’ New Directions for Teaching and Learning, (154), 11-20. Available at: https://onlinelibrary.wiley.com/doi/abs/10.1002/tl.20287 (Accessed: 06 May 2022).
Helms, M.M., Alvis, J.M. and Willis, M. (2005) ‘Planning and Implementing Shared Teaching: An MBA Team-Teaching Case Study.’ Journal of Education for Business, Routledge, 81(1), 29-34. Available at: https://doi.org/10.3200/JOEB.81.1.29-34 (Accessed: 07 May 2022).
Khan, A., Egbue, O., Palkie, B. and Madden, J. (2017) ‘Active Learning: Engaging Students to Maximize Learning in An Online Course.’ Electronic Journal of e-Learning, 15(2), 107‑115. Available at: https://academic-publishing.org/index.php/ejel/article/view/1824 (Accessed: 06 May 2022).
Lock, J., Rainsbury, J., Clancy, T., Rosenau, P. and Ferreira, C. (2018) ‘Influence of co-teaching on undergraduate student learning: A mixed-methods study in nursing.’ Teaching & Learning Inquiry, 6(1), pp. 38–51. Available at: https://journalhosting.ucalgary.ca/index.php/TLI/article/view/57473 (Accessed: 06 May 2021).
Minett-Smith, C. and Davis, C.L. (2020) ‘Widening the discourse on team-teaching in higher education.’ Teaching in Higher Education, Routledge, 25(5), 579-594. Available at: https://doi.org/10.1080/13562517.2019.1577814 (Accessed: 07 May 2022).
Namboodiri, S. (2022) Zoom-ing Past ‘the New Normal’? Understanding Students’ Engagement with Online Learning in Higher Education during the COVID-19 Pandemic, In Mogaji, E., Jain, V., Maringe, F., and Hinson, R. E. (eds.), Re-imagining Educational Futures in Developing Countries: Lessons from Global Health Crises, Cham, Springer International Publishing, pp. 139–158. ISBN 978-3-030-88234-1
Robinson, L. and Sykes, A. (2014) ‘Listening to Students’ Views on NSS Data for Quality Enhancement.’ Health and Social Care Education, Routledge, 3(1), 35-40. Available at: https://www.tandfonline.com/doi/abs/10.11120/hsce.2013.00035 (Accessed: 18 April 2022).
University of Greenwich (2021) ‘No detriment policy - January 2021.’ University of Greenwich. Available at: https://docs.gre.ac.uk/rep/communications-and-recruitment/no-detriment-policy-january-2021 (Accessed: 10 July 2022).
Walker, V. (1974) ‘The efficacy of the resource room for educating retarded children.’ Exceptional Children, 40, 288-289. In: Cook, L. and Friend, M. (1995) ‘Co-Teaching: Guidelines for creating effective practices.’ Focus on Exceptional Children, 28(3), 1-17. Available at: https://journals.ku.edu/focusXchild/article/view/6852/6204 (Accessed: 05 March 2022).
Wenzlaff, T., Berak, L. Wieseman, K., Monroe-Baillargeon, A. Bacharach, N. and Bradfield-Kreider, P. (2002) ‘Walking our talk as educators: Teaming as a best practice.’ In: Guyton, E. and Rainer, J (eds.), Research on Meeting and Using Standards in the Preparation of Teachers. Dubuque, IA: Kendall-Hunt Publishing. (11-24) ISBN:978-0-7872-8901-0
Downloads
Published
Issue
Section
License
Compass: Journal of Learning & Teaching provides immediate open access to its content on the principle that making research freely available to the public supports a more equitable global exchange of knowledge.
Â
Works are released under the default licence of Creative Commons Attribution 4.0 International (CC BY) licence, which provides unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. If authors require a divergent licence, please contact [happy to have 'the Scholarly Communications Manager' (ks8035h@gre.ac.uk) listed here if that is easier.]
Â
Authors of articles published in Compass: Journal of Learning & Teaching remain the copyright holders to their published work and grant third parties the right to use, reproduce, and share the article according to terms of the Creative Commons license agreement applied to the work by Compass: Journal of Learning & Teaching.
Â
Self-archiving policy: authors are permitted, and encouraged, to deposit any version of their article - submitted, accepted, and published versions - in subject and institutional repositories at any time.Â
Â
If you have any queries about the choice of license, or which to discuss other options, please contact the Scholarly Communications Manager at scholarlycommunications@greenwich.ac.uk.