Team Teaching the Active Way: A Case Study about the Student Learning Experience

Abstract

The purpose of this qualitative research study was to describe the students’ learning experience when utilizing a team teaching approach in an online doctoral program at a private university located within the Southwestern region of the United States. The theoretical foundation of Community of Inquiry developed by Garrison, Anderson, and Archer (2000) supported this study. The overarching question that drove this study was, “How do students in an online doctoral program describe the team teaching learning experience?” The sample consisted of six doctoral students from a private university enrolled in an online doctoral course. Participants were interviewed and videotaped using Zoom. Data were obtained through semistructured interviews with open-ended questions that focused on the student experience. The interviews were transcribed and coded to identify themes. The discussion of the findings included the importance of access to the instructor, instructor feedback, and student support. Participants reported that their student learning experience was enhanced due to the team teaching model. Future research should examine the team teaching model from the perspective of the instructor and from a variety of courses.

Assessment of Team Teaching as an Alternative to Solo Teaching Method for Gse English in Federal College of Education (Technical) Bichi for Improved Learners’ Proficiency

“…Similarly, in a study conducted by Asonze and Atabo (2018), team teaching method had a positive impact on both English language learners and teachers. Team teaching method, according to Mendi and Renee (2019), has demonstrated that students' learning experience is enhanced by team teaching method, as learners have access to the instructor, instructors' feedback, and students' support.…”

“…According to Sweigart and Landrum (2015), team teaching involves the shared responsibility of assessing students, planning instruction, actual teaching, and managing students behaviour'. Similarly, Mendi and Renee (2019) add that the team teaching method is all about allowing two instructors to share responsibilities for the course and be present throughout the entire class session. On the other hand, solo teaching, according to Almon and Feng (2012), involves a single teacher planning, teaching, and improving students' education and learning.…”

“…The team teaching method also demonstrated positive learning gains for students in an inclusive setting. Mendi and Renee (2019) indicated that student learning experience was enhanced due to the team teaching method, as learners had access to the instructor, instructor feedback, and student support. Rebecca, Nicole, Zulema, and Jacqueline (2020) added that the team teaching method provides school leaders with numerous recommendations/ strategies that make implementation of professional development successful.…”

Teaching roles and communication strategies in interactive web broadcasts for practical lab and field work at a distance

“…This resulted in a mixed role, one of content provider as well as online contributor. Studies indicate that the situational and context specific nature of teaching roles are factors in which teams are likely to differ based on the size of a class, the teaching approach and the technologies employed (Badia et al, 2017;Davis and Winter, 2019;Kim Rezende et al, 2021).…”

A Team-Teaching Approach to Advertising Campaigns Capstone Course

“…Regardless of the operational variant used, Davis (1995) defines this approach as “all arrangements that include two or more faculty in some level of collaboration in the planning and delivery of a course” (p.8). It allows instructors to share responsibilities and to be equally present and available throughout the entire course (Davis & Winter, 2019).…”