Reflecting on Improving our Practice: Using Collaboration as an Approach to Enhance First Year Transition in Higher Education

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

“…This highlighted that intentions and strategies adopted in this pedagogy were mostly understood by students (Benjamin, 2000). Specific themes such as collaboration, shared knowledge, the value of diverse experiences, perspectives or opinions, the importance of rapport between the educators and increased assistance and modelling team teaching align with the benefits of this approach identified in the literature (Boulay, 2005;Donnison et al, 2009;Farey, 1974;Fuller & Bail, 2011;Haddon, 2011;Mansell, 2006;Shibley, 2006 …”

“…There is an overlap of some key themes and ideas identified by students in both blended learning and team teaching contexts, which include collaboration, sharing resources and knowledge and modelling the use of technology and team teaching as a basis for their own teaching practice. It was indicated that experiences with blended learning and team teaching increase the overall focus on learning and improved students' engagement (Donnison et al, 2009;Fuller & Bail, 2011;Haddon, 2011;Lim & Yoon, 2008;Shibley, 2006). The overall positive outcomes demonstrated can be further illuminated by identifying areas of consistency and contrast in the student experience from year to year.…”

“…It also allows for more immediate feedback to students (Fuller & Bail, 2011;Haddon, 2011), both online and in the classroom. Significantly, tertiary team teaching may also support an increased focus on the learning instead of just accumulating knowledge (Shibley, 2006) leading to improved student engagement (Donnison, Edwards, Itter, Martin, & Yager, 2009). The presence of two or more teachers provides a wider range of teaching ideas and pedagogy, which have a positive impact on students (Haddon, 2011).…”

The Benefits and Barriers of Virtual Collaboration Among Online Adjuncts

“…The culture of higher education does not always welcome collaboration (Donnison et al, 2009). The research team of Stevenson et al (2005) noted possible reasons that higher education faculty do not collaborate, which included: a philosophy of private practice, lack of collaborative tools, and time.…”

“…The adjunct simply may not have the time needed for collaboration. Donnison et al (2009) added that the autonomous practices in higher education promote isolation. Characteristics of higher education institutions include competition for recognition, which can manifest as individualism (Donnison et.…”