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USDLA2013-Porto-Blaschke

Co-teaching at a distance: strategies, opportunities, challenges and pitfalls
by

Stella Porto

on 30 April 2013

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Transcript of USDLA2013-Porto-Blaschke

Towards effective online
collaborative teaching Context Benefits & Opportunities Challenges & Pitfalls Final words Co-teaching has taken place in a variety of courses
Around 43%of all sections
6 out 15 courses have never been co-taught
Some instructors have never co-taught
Some instructors always co-teach
Larger proportion of females compared with males co-teach
Some courses are not co-taught because of very specific subject matter Stella Porto & Lisa Blaschke

Master of Distance Education & ELearning
University of Maryland Univesity College
University of Oldenburg Strategies Co-teaching explained Distinct models have been used
Courses are NOT designed with co-teaching in mind, but are/can be usually adapted to suit instructors preferences Support strategies Contact information:
stella.porto@umuc.edu Faculty international different generations DE professionals 90% adjunct
faculty evolving in terms of
tech preparedness mostly female Purposes for co-teaching are either
instructors who want to work together
manager wants to involve a larger number of faculty
expanding the pool of faculty
preparing/mentoring new faculty
expanding the opportunity for teaching in the MDE "Co-teaching is not simply about dividing the grading and responses in the conferences. It's got to be synergistic and provide a good learning experience for students.”
(Cindy W.) "I think every time I [co-]teach I expand my knowledge of my subject matter. There is always something to learn, especially in the area of technology!...It [co-teaching] has definitely pushed me to broaden the way I look at teaching and the way I conduct my class."
(Rhonda B.) “Challenges have been about the lack of leadership and guidelines as to who does what; interpretations of what co-teaching means; dividing the assignments to provide the best learning experience for students.”
(Cindy W) “…it is essential that options and parameters are discussed and that one also knows or aims to understand the teaching philosophy and approaches and handling of difficult situations and/or learners.” (TRUST)
(Christine W.) "Before one engages in a co-teaching assignment, I think it important that the department discuss with the participant faculty what model of co-teaching it expects. That may determine the amount of work and effort that each faculty member contributes to the overall process."
(Nick A.) It is all about TRUST... Instill TRUST... communication
to enhance TRUST
Full transcript