Supporting new online instructors and engaging remote learners during COVID-19: a distributed team teaching approach

2021 ◽  
pp. 1-21
Author(s):  
Vanessa P. Dennen ◽  
Lauren M. Bagdy ◽  
Ömer Arslan ◽  
Hajeen Choi ◽  
Zhichun Liu
Keyword(s):  
Team Teaching ◽  
Teaching Approach ◽  
Online Instructors ◽  
Distributed Team

scholarly journals Collaborative Teaching

2020 ◽  
Vol 5 (2) ◽  
pp. 167-170
Author(s):  
Wan Nurhasyimah Wan Mohd Apandi ◽  
◽  
Mohd Daud Abdul Rahim ◽  
Keyword(s):  
Teaching Methods ◽  
Team Teaching ◽  
Time Management ◽  
Collaborative Teaching ◽  
Teaching Approach ◽  
Team Members ◽  
Definition Of

Collaborative teaching methods is related with Pedagogy theory in academician achievement as team members (Armstrong (1977); cited in David Nunan (1992)). The definition of collaborative teaching approach is known as team teaching in classrooms practices, with a group of creative thinkers to brainstorm about ideas or other creative problems. This practice should be done continuously to be effective. However, there are some challenges that educator will face when practicing collaborative teaching in classroom. The challenges include clash of teaching hours, misconducting time management for students, percentage of rubric assessment, and confusion in terms of differing opinion from educators. Collaborative teaching also known as team teaching is an approach to educate students with two or more teachers in the classroom for a same subject (Robinson et al., 1995).

Team Teaching in the Online Graduate Environment

2011 ◽  
Vol 7 (4) ◽  
pp. 72-83 ◽  
Author(s):  
Richard G. Fuller ◽  
Jean Bail
Keyword(s):  
Team Teaching ◽  
Teaching Model ◽  
Research Model ◽  
Statistical Process ◽  
Online Instructors ◽  
Student Responses ◽  
Presence Data ◽  
Statistics Course ◽  
Instructor Presence ◽  
Design Students

Team teaching has long been thought to have positive benefits for learners and teachers in a variety of educational settings. Using an action research model the authors describe the outcomes of team teaching an online graduate level disaster research and statistics course. Separated geographically, two online instructors taught at a distance over the course of five semesters using an interactive team teaching model that allowed for greater interaction and instructor presence. Data was reviewed from instructor reflective logs and student responses to the team teaching model. Results of the study indicate that there was a positive benefit in developing synergy in content and pedagogies, continued instructor learning and continuous reflection on instructional design. Students also reported greater instructor presence and a greater understanding of the research and statistical process through immediacy of feedback and the added access and clarity that resulted from the team teaching process. The use of an interactive team teaching model provides greater clarity and interaction with students and should be considered as an online pedagogical opportunity.

In-service education–modern arithmetic and good pedagogy

1965 ◽  
Vol 12 (1) ◽  
pp. 59-64
Author(s):  
Allan W. Gurley ◽  
Randall C. Hicks ◽  
Jurelle G. Lott ◽  
M. Louise Reeves
Keyword(s):  
Team Teaching ◽  
Grade Level ◽  
Experimental Studies ◽  
Faculty Members ◽  
Teaching Approach ◽  
Service Program ◽  
University Of Georgia ◽  
Teaching Aids ◽  
Written Materials

This is a report of a systemwide in-service program which utilized three University of Georgia faculty members in a team-teaching approach. Used in the program were lectures, questions and discussions, professional books, students' textbooks and accompanying teachers' manuals, films, filmstrips, programmed materials, recent experimental studies and research, various teaching aids and devices, consultants and specialists, and a wide variety of written materials especially prepared to meet the needs of the individuals and the grade level groups.

An in-service mathematics education program for intermediate grade teachers

1961 ◽  
Vol 8 (2) ◽  
pp. 65-68
Author(s):  
W. Robert Houston ◽  
Claude C. Boyd ◽  
M. Vere DeVault
Keyword(s):  
Mathematics Education ◽  
Education Program ◽  
Team Teaching ◽  
Educational Opportunities ◽  
Teaching Approach ◽  
Service Program ◽  
Inservice Education ◽  
Service Programs ◽  
Continued Education ◽  
Written Materials

The extensive concern for promoting the continued education of teachers beyond the four-year college program promises to place increasingly greater demands on inservice education. Although many schools are engaged in in-service education of one kind or another, few schools have reported attempts to evaluate the effectiveness of these programs. Research in the effectiveness of various kinds of in-service programs is needed if efforts to improve understandings of teachers are to be efficient and effective in the improvement of educational opportunities for boys and girls. This is a report of the evaluation of an in-service program which utilized a team-teaching approach and the use of television, lectures, question discus. ions, and written materials.

scholarly journals Investigating the Effect of Team-teaching Approach on ESP Students’ English Proficiency; Evidence from Students’ Attitudes

2017 ◽  
Vol 6 (5) ◽  
pp. 41 ◽  
Author(s):  
Mohammadhossein Besharati ◽  
Golnar Mazdayasna
Keyword(s):  
Team Teaching ◽  
Engineering Students ◽  
English Proficiency ◽  
Traditional Approach ◽  
Electrical Engineering ◽  
Descriptive Analysis ◽  
Teaching Approach ◽  
Control Group ◽  
Efl Students ◽  
Students Attitudes

The current study was an attempt to investigate EFL students’ attitudes regarding team-teaching approach. In addition, it explored to what extent the team-teaching approach was effective in terms of enhancing Electrical Engineering Students' English proficiency in an English for Specific Academic Purpose (ESAP) program. To this end, 60 university students studying Electrical Engineering at the faculty of Engineering in Yazd University enrolled in the ESP course participated in this study. Prior to the instruction, the students were randomly divided into two groups as control and experimental. The experimental group was instructed based on the team-teaching approach while the control group was taught based on the traditional approach. The data was gathered through a pretest, posttest, and a questionnaire. The analysis of data via independent sample t-test and descriptive analysis revealed that most of the students had a positive attitude toward utilizing team-teaching approach. Furthermore, the findings indicated that Electrical Engineering students who were taught through team teaching approach performed better than those taught by a single instructor.   

A Team-Teaching Approach: Communication and Integration in Western Europe

1969 ◽  
Vol 46 (1) ◽  
pp. 114-122
Author(s):  
Hanno Hardt ◽  
Brian Goodey
Keyword(s):  
Team Teaching ◽  
Western Europe ◽  
Teaching Approach ◽  
Cultural Integration ◽  
Spatial Perspective

Communication, which defies departmental boundaries, and geography, which also draws heavily on other disciplines, are combined by two ingenious teachers to explain cultural integration from a communication and spatial perspective.

A team teaching approach to student teaching

1969 ◽  
Vol 47 (2) ◽  
pp. 112-115
Author(s):  
Louise Wilder ◽  
Raymond K. Jung
Keyword(s):  
Student Teaching ◽  
Team Teaching ◽  
Teaching Approach
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