Does Team Teaching Improve Student Engagement in an Age of Digital Learning

被引：2

作者：

Kim, Yongbeom ^{[1
]}

Han, Jia Yi ^{[2
]}

Fung, Fun Man ^{[2
]}

机构：

[1] Natl Univ Singapore, Sch Comp, Singapore, Singapore

[2] Natl Univ Singapore, Deparment Chem, Singapore, Singapore

来源：

IEEE TALE2021: IEEE INTERNATIONAL CONFERENCE ON ENGINEERING, TECHNOLOGY AND EDUCATION | 2021年

关键词：

chemistry; undergraduate; organic chemistry; team teaching; collaborative learning; computer-based learning; distance learning; web-based learning; problem solving; decision making; PLACEMENTS; TEACHERS; MODEL;

D O I：

10.1109/TALE52509.2021.9678925

中图分类号：

TP31 [计算机软件];

学科分类号：

081202 ; 0835 ;

摘要：

The shift to digital classrooms due to the COVID-19 pandemic has raised many challenges for educators regarding student participation, engagement and social interactions, and our CM1121 introductory organic chemistry course was no exception to these disruptions. As a solution for these challenges amid social distancing measures, we adopted a form of technology-augmented team teaching to model discourse, encourage student-faculty interactions and make lessons more engaging. With our choice of an undergraduate student co-teacher, we overcame many traditional key challenges that team teaching faces in its implementation in STEM classrooms, and our experiences and approach for both face-to-face and recorded tutorial lectures have significant potential in socially distanced STEM classrooms.

引用

页码：910 / 914

页数：5

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