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

被引:12
作者
Dennen, Vanessa P. [1 ]
Bagdy, Lauren M. [1 ]
Arslan, Omer [1 ]
Choi, Hajeen [1 ]
Liu, Zhichun [1 ]
机构
[1] Florida State Univ, Instruct Syst & Learning Technol, Tallahassee, FL 32306 USA
关键词
COVID-19; online learning; remote learning; student engagement; team teaching; KNOWLEDGE; PEDAGOGY;
D O I
10.1080/15391523.2021.1924093
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
As the COVID-19 pandemic began, universities swiftly moved to remote teaching, posing challenges to students and instructors alike. This case study discusses how a distributed team approach was used to support instructors teaching four sections of a technology class for preservice teachers. Students struggled with stress, technology, and in some instances, meeting basic needs as the pandemic began. Starting with a common syllabus and assignments, the instructors and their mentor swiftly redesigned the course to be flexible and engaging without compromising academics. Collaborative course development and teaching helped minimize pedagogical and technological tasks so instructors could focus on meeting the unique needs of students in their course sections. This approach may be useful for promoting professional development and maximizing student engagement in non-pandemic times, too.
引用
收藏
页码:S182 / S202
页数:21
相关论文
共 48 条
[1]  
Alexander DavidE., 2002, PRINCIPLES EMERGENCY
[2]   Oh what a difference a team makes: Why team teaching makes a difference [J].
Anderson, RS ;
Speck, BW .
TEACHING AND TEACHER EDUCATION, 1998, 14 (07) :671-686
[3]  
Berge Z. L., 1995, Educational Technology, V35, P22
[4]  
Betancourt N., 2020, STUDENT EXPERIENCES
[5]  
Bonk CJ., TEACHING LEARNING ON, P76
[6]  
Broeckelman-Post MA., 2018, Journal of Communication Pedagogy, V1, P93, DOI DOI 10.31446/JCP.2018.16
[7]  
Burns VF., 2019, College teaching, V67, P94, DOI [DOI 10.1080/87567555.2018.1558169, 10.1080/87567555.2018.1558169]
[8]  
Carpenter D.M., 2007, Learning Environment Research, V10, P53, DOI [10.1007/s10984-007-9019-y, DOI 10.1007/S10984-007-9019-Y]
[9]   The effect of self-regulated learning on college students' perceptions of community of inquiry and affective outcomes in online learning [J].
Cho, Moon-Heum ;
Kim, Yanghee ;
Choi, DongHo .
INTERNET AND HIGHER EDUCATION, 2017, 34 :10-17
[10]   Making Pedagogy Tangible: Developing Skills and Knowledge Using a Team Teaching and Blended Learning Approach [J].
Crawford, Renee ;
Jenkins, Louise .
AUSTRALIAN JOURNAL OF TEACHER EDUCATION, 2018, 43 (01) :127-142