Student-faculty team teaching – A collaborative learning approach

Abstract

In this study, we aim to gage students' satisfaction, learning outcomes, and experiences with student-faculty team-teaching in an undergraduate quantitative-research-methods course. Three peer tutors co-taught with a faculty instructor each year, receiving pedagogical-placement credits. Data were collected via bi-weekly journals, a focus group, and a questionnaire on students' satisfaction and learning experiences. Data were analyzed through descriptive and thematic analyses. Peer tutors reduced student anxiety, increased engagement, and availability of help inside/outside class. Peer tutors described uncertainty about their roles and tension with classmates. However, peer tutors gained new perspectives, skills, and described supportive student-faculty teaching teams as assets to improving the course experience for students.

Considering the Role of Tutoring in Student Engagement: Reflections from a South African University

“…One such deviation is that of in-class feedback which in the literature is obtained directly from students (Cook-Sather, 2013;Troisi, 2014;Crowe, Ceresola & Silva, 2014;Gucciardi, Mach & Mo, 2016). In the psychology department at UWC, feedback is obtained from both student evaluations as well as from the literature which informs tutor training.…”

“…Postgraduate psychology tutors in the department are paired with lecturers who teach the respective modules that they will tutor. According to Gucciardi, Mach and Mo (2016) this kind of collaborative approach, while new, holds benefits for lecturers, tutors and students including a much more integrated approach to learning.…”

“…The literature on peer tutoring in higher learning seems to recognise Vygotsky's (1962Vygotsky's ( , 1986 social constructivism as a popular guiding pedagogical framework (Asghar, 2010;Stigmar, 2016). Using Asghar's (as cited in Gucciardi, Mach & Mo, 2016) logic, identifying a guiding framework/s might not be as simple as it sounds; "the interaction between peers allows students to enter the zone of proximal development where a less able peer is able to enter a new area of potential development through problem-solving with someone more able" (p. 406). In other words while one might hold a predisposition toward a particular theory for tutorials, another might emerge in practice.…”

Graduate Interprofessional Education and Collaborative Practice Experiences: A Phenomenological Inquiry

“…Encouraging such interactions provides opportunities for professionals of different disciplines to discover mutual interests and skillsets, helping to break down barriers and stereotypes (Gucciardi et al, 2016).…”

“…This distribution of power is essential in empowering team members with an expectation of being respected and valued in order Open and honest communication is essential to this group process, promoting the exchange of ideas and assisting in the organization of group tasks (Banfield & Lackie, 2009;Hall, 2005;Matziou et al, 2014;Norsen et al, 1995). This includes verbal and nonverbal communication, interpersonal and conflict resolution skills, active listening, appreciative inquiry, and a common language between disciplines (Banfield & Lackie, 2009;Gucciardi et al, 2016). van Dongen et al (2016) highlighted the use of collaborative tools for communication and documentation, including the use of technology such as Skype and shared information systems for sharing patient data.…”