Abstract
The purpose of this project is to determine the effectiveness of online, coteaching strategies for student engagement and learning, as well as to determine the perceptions and experiences of graduate students participating in a co-instructed online course. In this mixed methods study, both qualitative and quantitative data were analyzed. A survey asked about graduate students’ experiences in two online co-taught courses in which they participated. The survey inquired about course activities including Zoom class meetings, assignments and projects, instructor-student consultations, and educational technology. The researchers also analyzed student participation in archived Zoom class recordings, their completed assignments, the final course evaluations, reflective instructor conferencing as evidenced in calendars, and course material revisions. The implications emerging from the study may help improve online instruction and coteaching in future graduate courses. Preliminary findings indicate that communication between students, between students and co-instructors, and between both instructors is critical, as is building a community of learners within the online course. Students need to feel supported within each course and by the larger community including from employers and institutions of higher learning. And, high quality online learning must offer students authentic instruction and assessments, active student participation, and shared authority with instructors.
Presenters
Annette MillerAssociate Professor, School of Education and Social Work, College of St. Scholastica, Minnesota, United States Judi Roux
Assistant Professor, School of Education and Social Work/Graduate Teaching Licensure, The College of St. Scholastica, Minnesota, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Considering Digital Pedagogies
KEYWORDS
Coteaching, Student Perceptions, Online Teaching and Learning
