Collaborative Teaching plus (CT+): A Timely, Flexible, and Dynamic Course Design Implemented during Emergency Remote Teaching in an Introductory Biology Course.
Collaborative Teaching plus (CT+): A Timely, Flexible, and Dynamic Course Design Implemented during Emergency Remote Teaching in an Introductory Biology Course.
复制标题
DOI：
10.1187/cbe.21-08-0199
复制
发表时间：
2022-12
期刊：
影响因子：
--
通讯作者：
中科院分区：
文献类型：
--
作者：
以学生为中心的教学法促进学生在大学科学、技术、工程和数学 (STEM) 课堂中的学习。然而，从传统讲座过渡到主动学习对于学生和教师来说可能都具有挑战性。本案例研究介绍了少数族裔服务机构的生物学入门课程中改进的协作教学 (CT) 和团队学习 (TBL) 方法（CT 加 TBL 或 CT+）的开发、实施和评估。制定了一个逻辑模型来描述各种评估实践，最终目标是改善学生的学习体验。我们根据学生和教师的行为和言论以及学生期中和期末调查分析了定性和定量数据。我们的研究结果表明，多位讲师的整合可以在课堂上混合互补行为和话语实践，从而实现知识交流。此外，在现场教学和紧急远程教学期间，频繁的持续评估和学生反馈的纳入为 CT+ 设计提供了信息。此外，该课程设计可以轻松适应高等教育中的各种 STEM 课程，包括远程教学。
Student-centered pedagogies promote student learning in college science, technology, engineering, and mathematics (STEM) classrooms. However, transitioning to active learning from traditional lecturing may be challenging for both students and instructors. This case study presents the development, implementation, and assessment of a modified collaborative teaching (CT) and team-based learning (TBL) approach (CT plus TBL, or CT+) in an introductory biology course at a Minority-Serving Institution. A logic model was formulated depicting the various assessment practices with the culminating goal of improving the student learning experience. We analyzed qualitative and quantitative data based on students and instructors’ behaviors and discourse, and student midsemester and end-of-semester surveys. Our findings revealed that the integration of multiple instructors allowed for knowledge exchange in blending complementary behaviors and discourse practices during class sessions. In addition, the frequent ongoing assessments and incorporation of student feedback informed the CT+ design during both in-person and emergency remote teaching. Furthermore, this course design could be easily adapted to a variety of STEM courses in higher education, including remote instruction.