Theoretical and practical issues in team teaching a large undergraduate class

Hanusch, Folker, Obijiofor, Levi, & Volcic, Zala (2009) Theoretical and practical issues in team teaching a large undergraduate class. International Journal of Teaching and Learning in Higher Education, 21(1), pp. 66-74.

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Attempts by universities to provide an improved learning environment to students have led to an increase in team-teaching approaches in higher education. While the definitions of team-teaching differ slightly, the benefits of team-teaching have been cited widely in the higher education literature. By tapping the specialist knowledge of a variety of staff members, students are exposed to current and emerging knowledge in different fields and topic areas; students are also able to understand concepts from a variety of viewpoints. However, while there is some evidence of the usefulness of team-teaching, there is patchy empirical support to underpin how well students appreciate and adapt to team-teaching approaches. This paper reports on the team-teaching approaches adopted in the delivery of an introductory journalism and communication course at the University of Queensland. The success of the approaches is examined against the background of quantitative and qualitative data. The study found that team-teaching is generally very well received by undergraduate students because they value the diverse expertise and teaching styles they are exposed to. Despite the positive feedback, students also complained about problems of continuity and cohesiveness.

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ID Code: 68818
Item Type: Journal Article
Refereed: Yes
Additional URLs:
Keywords: HERN
ISSN: 1812-9129
Subjects: Australian and New Zealand Standard Research Classification > STUDIES IN CREATIVE ARTS AND WRITING (190000) > JOURNALISM AND PROFESSIONAL WRITING (190300) > Journalism Studies (190301)
Divisions: Current > QUT Faculties and Divisions > Creative Industries Faculty
Current > Schools > Journalism, Media & Communication
Copyright Owner: Copyright 2009 Please consult the authors
Copyright Statement: All papers in IJTLHE are published under a Creative Commons Attribution-NoDerivs 3.0 Unported License
Deposited On: 19 Mar 2014 23:59
Last Modified: 20 Mar 2014 19:43

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