INVESTIGATING FACTORS INFLUENCING STUDENTS’ LEARNING IN A TEAM TEACHING SETTING

Article English OPEN
Brenda L Killingsworth, Dr. ; Yajiong Xue, Dr. (2015)
  • Publisher: Association for the Development of Science, Engineering and Education
  • Journal: International Journal of Cognitive Research in Science (issn: 2334-847X, eissn: 2334-8496)
  • Related identifiers: doi: 10.5281/zenodo.59392
  • Subject: mission clarity | fairness | Special aspects of education | affiliation | competency | team teaching | team teaching, mission clarity, affiliation, fairness, competency, satisfaction. | satisfaction | LC8-6691
    acm: GeneralLiterature_REFERENCE(e.g.,dictionaries,encyclopedias,glossaries) | ComputingMilieux_COMPUTERSANDEDUCATION

Team teaching factors, including mission clarity, affiliation, innovativeness, and fairness, are examined to determine how they influence student learning in a team-taught course. The study involved 184 college students enrolled in an Introduction to Computers course delivered in a team-taught format in a large university located in the United States. The collaborative teaching design followed a traditional team teaching approach with an instructor team teaching the same course collaboratively. Students enrolled in the team-taught course filled out an online survey targeted at identifying key factors that influence student-based outcomes (satisfaction and competency) in the course. Results showed that instructor team mission clarity, affiliation, and fairness are significantly related to students’ satisfaction while instructor team mission clarity and fairness are significantly related to students’ competency.
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