Team Teaching in Higher Education: A Review of the Impact of Team Teaching on Student and Staff Learning

By:
Wendy Yellowley,
Marilyn Farmer
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During the academic year 2003-2004 as a result of staff development in the institution, peer observation and an examination of published research in the area two members of the HRM teaching team set out to explore the added value of team teaching (actually two people in the lecture/plenary at the same time, rather than sharing workloads). The aim was to deliver a range of modules at both undergraduate and postgraduate levels using this approach and to explore the impact that this had on the student learning experience and our own delivery.

With very little published research covering team teaching we were interested to find out with diverse student populations whether it enhanced their learning experience in any way. In addition, as teaching is a pedagogically isolated experience, we wanted to experiment with a different approach to examine whether it enriched the tutor experience and review the lessons that could be learnt. We adopted a qualitative approach to the research which included student feedback via formal structured questionnaires and focus groups.

The findings revealed a number of interesting dimensions which can be categorised into three areas: 1. Student reflection suggested, for example, that team teaching allowed "more information and examples to be passed onto students" and offered "different perspectives to the topic" and "provokes discussion". There was common agreement from students that team teaching helped to maintain concentration levels and interest. 2. Tutor reflections acknowledged that team teaching resulted in more creativity concerning approaches to delivery, a willingness to take more risks, deepened understanding of individual delivery style, and allowed closer connection with learning styles and student progress. 3. Unexpected benefits included students commenting on enhanced accessibility and support outside of the taught sessions and the dialogue between the tutors in the class acted as a role model for students to get involved.


Keywords: Curriculum Pedagogy, Learner Diversity
Stream: Curriculum and Pedagogy
Presentation Type: Workshop Presentation in English
Paper: Team Teaching in Higher Education


Wendy Yellowley

Senior Lecturer, Business School, Department of Management, Buckinghamshire Chilterns University College
UK

Wendy has taught across a range of undergraduate and postgraduate professional courses in the Field of HRM. Wendy is the Field Chair of HRM. Wendy has a wealth of organisational experience across a range of industries including public and private sector. This includes work experience overseas, incorporating Australia, Canada and Japan. Wendy has taught in several higher education institutions for many years and is professionally qualified and a member of the Chartered Institute of Personnel and Development and the Higher Education Academy. Wendy Yellowley has an MBA.

Marilyn Farmer

Senior Lecturer, Business School, Department of Management, Buckinghamshire Chilterns University College
UK

Marilyn has a wealth of organisational experience across a range of industries including public and private sector. She has taught across a range of undergraduate and postgraduate professional courses in the Field of HRM. Marilyn is a Senior Lecturer United Kingdom of Great Britain and Northern Island. Marilyn has a wealth of organisational experience across a range of industries including public and private sector. This includes work experience overseas, incorporating Australia, Canada and Japan. Marilyn has taught in several higher education institutions for many years and is a professionally qualified and a member of the Chartered Institute of Personnel and Development and the Higher Education Academy. Marilyn Farmer has an MA in Education.

Ref: L05P0496