To Team or Not to Team: an Exploration of Undergraduate Students’ Perspectives of Two Teachers Simultaneously in Class

Schmulian, Astrid; Coetzee, Stephen A.

doi:10.1007/s10755-019-9466-2

Cited by 8 publications

(9 citation statements)

References 40 publications

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“…However, more must be done to establish a culture of sharing responsibility, collaboration, and leadership to support ELAS. There are positive examples of coteaching and team teaching (Schmulian & Coetzee, 2019; Wenger & Hornyak, 1999). Collaborative teaching models and ideas from distributed leadership can be extended to facilitate networked teaching and benefit educators (Jones et al, 2012).…”

Section: Discussionmentioning

confidence: 99%

“…The data were analyzed qualitatively and coded by both authors using thematic text analysis. The first cycle of coding took place at a questionnaire item level using "Initial Coding" methods (Saldana, 2013). The second round of coding used "Focused Coding" to extrapolate key themes across all data which are constructed emergently from the reorganization and categorization of the data (Saldana, 2013).…”

Section: Methodsmentioning

confidence: 99%

“…The first cycle of coding took place at a questionnaire item level using "Initial Coding" methods (Saldana, 2013). The second round of coding used "Focused Coding" to extrapolate key themes across all data which are constructed emergently from the reorganization and categorization of the data (Saldana, 2013). To calibrate a shared understanding of the themes (i.e., barriers and enablers), regular conversations and several coding iterations took place until coder agreement was reached.…”

Section: Methodsmentioning

confidence: 99%

“…While we know that experiential learning can bring students together through collaboration, it might be possible to leverage communities of educators to share practice in experiential learning and ELAS and connect through their experiences. Indeed, Schmulian and Coetzee (2019) found significant student preference for “teaming”—a style of team teaching where two teachers are present in the classroom. To facilitate ELAS, such approaches could potentially be both economical and beneficial for both students and teachers.…”

Section: Literature Reviewmentioning

confidence: 99%

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Networked Teaching: Overcoming the Barriers to Teaching Experiential Learning in Large Classes

Mantai

Huber

2021

Journal of Management Education

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As student enrolments grow and student diversity increases in many areas of higher education, faculty face challenges to support and ensure individual student learning and development. At the same time, active and experiential approaches to learning are recognized for their potential to develop autonomy and critical thinking, among other valuable skills. However, such approaches are challenging to implement at scale and alter the educator’s role from a directive one to a more facilitating role. This article reports on a questionnaire with 66 business academics at a large Australian metropolitan university that examined teaching experiences at scale and identified perceived barriers and enablers of experiential learning in large classes. Academics reported their lived experiences of teaching at scale and revealed the need to recognize teaching practice as a highly networked and distributed activity. In experiential learning, and particularly in large classes, the locus of control for learning shifts to the student, leading to feelings of disorientation and disempowerment. We make several recommendations for teaching development, faculty, and future research.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Networked Teaching: Overcoming the Barriers to Teaching Experiential Learning in Large Classes

Mantai

Huber

2021

Journal of Management Education

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“…One source of learning in schools that plays an essential role in the success of teaching and learning activities is teaching materials. Worksheets are essential materials that enable students to organize their knowledge, including what steps students need to take and which ensure participation in the activities of the whole class simultaneously [1]. Worksheets as a strategy allow students to take control of their learning and decide how and where to use a given task [2].…”

Section: Introductionmentioning

confidence: 99%

Development of Student’s Worksheets using Learning Strategies to Improve Thinking Ability Equipped with Mind Mapping and Ability of Student’s Retention

Serevina

Heluth²

2022

J. Phys.: Conf. Ser.

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This study aims to develop a student’s worksheet (LKPD) using learning strategies to improve thinking skills equipped with mind mapping to increase student retention in learning physics. LKPD was developed based on the results of the validation and responses of teachers and students. This research method with the survey development model. The data collection technique used is distributing questionnaires via google form to 128 high school students and 26 high school teachers in Jakarta. The subjects of this research are LKPD and the students of class XI high school 74 in Jakarta. The developed LKPD contains: 1) LKPD cover, 2) table of contents, 3) study instructions, 4) learning competencies or subject matter, 5) supporting information, 6) tasks or work steps, and 7) assessment. Based on the results of observations using a questionnaire via a google form, with 128 students, 40% of students had difficulty remembering learning material for a long time. As many as 46% of students feel helped by LKPD compared to 39% of modules. As many as 96% of teachers stated that LKPD was able to reinforce students on the material being taught. Student retention shows that an n-gain value of 0.7 with this LKPD is very effective.

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How academics manage individual differences to team teach in higher education: a sociocultural activity theory perspective

Dang

Carbone

et al. 2022

High Educ

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To Team or Not to Team: an Exploration of Undergraduate Students’ Perspectives of Two Teachers Simultaneously in Class

Cited by 8 publications

References 40 publications

Networked Teaching: Overcoming the Barriers to Teaching Experiential Learning in Large Classes

Networked Teaching: Overcoming the Barriers to Teaching Experiential Learning in Large Classes

Development of Student’s Worksheets using Learning Strategies to Improve Thinking Ability Equipped with Mind Mapping and Ability of Student’s Retention

How academics manage individual differences to team teach in higher education: a sociocultural activity theory perspective

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