INVESTIGATING FACTORS INFLUENCING STUDENTS’ LEARNING IN A TEAM TEACHING SETTING
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Killingsworth, Brenda L [1] ; Xue, Yajiong [1]
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[1] East Carolina University
East Carolina University
Township of Greenville, Estados Unidos
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- Localización: International Journal of Cognitive Research in Science, Engineering and Education: (IJCRSEE), ISSN 2334-847X, ISSN-e 2334-8496, Vol. 3, Nº. 2, 2015 (Ejemplar dedicado a: International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)), págs. 9-16
- Idioma: inglés
- Enlaces
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Resumen
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.
