What we do in the shadows: Cultivating faculty teaching and learning relationships in online tutorials

Advancing Scholarship and Research in Higher Education Pub Date : 2021-12-02 DOI:10.59197/asrhe.v2i1.5711

K. Hammond, Gwen D. Erlam, Carmel Cedro

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Abstract

Many academic faculties found themselves unexpectedly thrown into the online teaching context during the COVID-19 pandemic. In our context, online tutorial attendances ranged from 20 to 150 students per session, necessitating the creation of a virtual teaching team. This article offers a perspective on developing collaborative team-teaching from the lived experiences of three academics who suddenly found themselves team-teaching online. We reflected on our experiences of collaborative online teaching over the year and shared our stories with each other. Our analysis drew from elements of Appreciative Inquiry and collaborative autoethnography. Based on the five principles of Appreciative Inquiry, we constructed positive and supportive conceptions of our experiences and opened positive possibilities for course delivery and our ongoing relationships. Important outcomes from this study included the development of our online teaching skills and strategies necessary for effective collaboration in online team-teaching. Our findings will be of interest to educational staff transitioning to online team-teaching.

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我们在阴影中做的事情:在在线教程中培养教师教学和学习关系

在2019冠状病毒病大流行期间，许多学院意外地投入到在线教学中。在我们的环境中，每次在线辅导的出席人数在20到150名学生之间，因此有必要创建一个虚拟教学团队。本文从三位突然发现自己在进行在线团队教学的学者的亲身经历中，提供了一个发展协作式团队教学的视角。我们回顾了过去一年合作在线教学的经验，并互相分享了我们的故事。我们的分析借鉴了欣赏式调查和协作式自我民族志的元素。基于欣赏式探究的五项原则，我们构建了积极和支持性的经验概念，并为课程交付和我们正在进行的关系开辟了积极的可能性。这项研究的重要成果包括我们的在线教学技能和策略的发展，这是在线团队教学中有效合作所必需的。我们的研究结果将对向在线团队教学过渡的教育人员感兴趣。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Advancing Scholarship and Research in Higher Education

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