Team Teaching a Graduate Course: Case Study: A Clinical Research Course

George, Marshall; Davis–Wiley, Patricia

doi:10.1080/87567550009595818

Cited by 37 publications

(22 citation statements)

References 2 publications

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“…These considerations are critical in developing an effective instructional connection to enable the provision of a variety of learning experiences and opportunities for students. Further, establishing aims and devising clearly defined procedures and strategies that are linked back to teaching and learning intensions are important to the success of team teaching (Arnold & Jackson, 1996;Bondy & Ross, 1998;George & Davis-Wiley, 2000;Robinson & Schaible, 1995;Vogler & Long, 2003;Winn & Messenheimer-Young, 1995). If the intention is merely to share the workload, then there may be no attempt to inquire into teaching or to collaborate (Benjamin, 2000).…”

Section: Team Teachingmentioning

confidence: 99%

Blended learning and team teaching: Adapting pedagogy in response to the changing digital tertiary environment

Crawford¹,

Jenkins²

2016

AJET

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Increased accessibility of advanced technology, the targeted use of online learning platforms, student flexible learning expectations and the pressures of faculty budget constraints and priorities have called into question the effectiveness of traditional tertiary teaching and learning models. The tertiary education context must evolve at a pace consistent with the growing expectations and requirements of an innovative society. A teacher-led research project was devised to navigate through some of the complexities and implications associated with necessary pedagogical change in response to the transitioning digital tertiary environment. The development and implementation of blended learning and team teaching strategies were introduced into the pedagogy of a tertiary pre-service teacher education methods class. This paper reports on three sequential years of findings, which will explore student understandings of blended learning and team teaching and the overall impact they had on their learning in this context.

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Section: Team Teachingmentioning

confidence: 99%

Blended learning and team teaching: Adapting pedagogy in response to the changing digital tertiary environment

Crawford¹,

Jenkins²

2016

AJET

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“…A number of studies proposed that team teaching takes more time and effort in planning and coordinating courses (e.g., George & Davis-Wiley, 2000;Smith Ducoffe et al, 2006;Sorensen & Wittmer, 1996). The additional efforts required compared to teaching solo suggest that a co-teaching instructor is committed to his or her work as an educator.…”

Section: Student Surveysmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…It takes more time and effort than teaching alone (George & Davis-Wiley, 2000;Smith Ducoffe et al, 2006;Sorensen & Wittmer, 1996), with increased planning and coordination in deciding topics to be covered, managing grading and directing all other course activities. Teachers must practice or learn new skills, develop joint pedagogical strategies and manage their own egos (George & Davis-Wiley, 2000;Smith Ducoffe et al, 2006). Like most group efforts, teaching teams must build trust, communicate effectively, foster an open climate and resolve conflicts (Bakken, Clark & Thompson, 1998;Smith Ducoffe et al, 2006;Sorensen & Wittmer, 1996).…”

Section: Introductionmentioning

confidence: 99%

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Team Teaching of Creative Advertising and Public Relations Courses

Morris

2016

Journal of Advertising Education

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Advertising and public relations are complex practices, and it is challenging for educators to find instructors who can fulfill expertise across disciplines, particularly in creative applications involving technology. Team teaching is one approach to provide multiple proficiencies. This paper describes how two co-taught courses, Design for Advertising and Public Relations and Commercial Production for Advertising and Public Relations, were developed, delivered and assessed. A literature review of team teaching and creative instruction provides a framework for course designs and student surveys. Course evaluations and instructor reflections are the evidence used for evaluation. The study is important, as specialties from multiple practices, including those that require technology, are increasingly necessary for preparing students for these industries. The study adds to the literature about team teaching and provides a foundation for effectively collaborating on creative courses.

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“…Linked to this last point is the issue of academic ego. George and Davis-Wiley (2000) cite this last point as one of the main reasons that team teaching has not become more prevalent in higher education.…”

Section: Team Teaching In Higher Education: a Brief Literature Reviewmentioning

confidence: 99%

New Pathways to Learning: The Team Teaching Approach. A Library and Information Science Case Study

Partridge¹,

Hallam²

2005

InSITE Conference

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The Queensland University of Technology (QUT) challenges its teachers to provide innovative and dynamic learning environments that foster excellence in student learning. This paper discusses how the Faculty of Information Technology is using collaborative teaching and learning strategies to meet this challenge. The paper explores how team teaching and learning is being implemented within the Graduate Diploma in Library and Information Studies. The core unit ITN336 Information Resources is used as a case study. The paper discusses the practical implications of incorporating team teaching into a unit's curriculum and how it impacts on the teaching and learning process. Student attitudes towards team teaching are explored. The paper concludes by discussing how team teaching is not just a technique that can be applied to divide the labour within a unit, rather it is a creative and thoughtful mechanism for fostering a dynamic studentcentred learning environment.

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Team Teaching a Graduate Course: Case Study: A Clinical Research Course

Cited by 37 publications

References 2 publications

Blended learning and team teaching: Adapting pedagogy in response to the changing digital tertiary environment

Blended learning and team teaching: Adapting pedagogy in response to the changing digital tertiary environment

Team Teaching of Creative Advertising and Public Relations Courses

New Pathways to Learning: The Team Teaching Approach. A Library and Information Science Case Study

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