Open AccessINVESTIGATING FACTORS INFLUENCING STUDENTS’ LEARNING IN A TEAM TEACHING SETTING
Author(s) -
Brenda L. Killingsworth,
Yajiong Xue
Publication year - 2015
Publication title -
international journal of cognitive research in science, engineering and education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.373
H-Index - 9
eISSN - 2334-8496
pISSN - 2334-847X
DOI - 10.23947/2334-8496-2015-3-2-9-16
Subject(s) - clarity , team based learning , medical education , psychology , team teaching , mathematics education , teaching method , medicine , biochemistry , chemistry
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.