Flipping the First Year: A Case Study in Co-Teaching First-year Seminar as a Community of Inquiry.
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| Title: | Flipping the First Year: A Case Study in Co-Teaching First-year Seminar as a Community of Inquiry. |
|---|---|
| Authors: | Shell, Madelynn D.1 mshell@tamuct.edu, Moore, Christa J.2 cjm4vx@uvawise.edu |
| Source: | Journal of the Scholarship of Teaching & Learning. Mar2025, Vol. 25 Issue 1, p140-155. 16p. |
| Subject Terms: | *Student evaluation of teachers, *Community of inquiry, *Educational outcomes, *Classroom environment, *Academic achievement, *Flipped classrooms, *Online education, Mentoring |
| Abstract: | First-year seminar courses lay the foundation for student success in college, and it is important they engage students via social, cognitive, and teaching presence which are domains of the Community of Inquiry (CoI) Framework (Garrison et al., 2010). Previous evidence suggests that strategies such as a flipped classroom, co-teaching, and peer mentoring can improve course quality and learning outcomes both in-person and online. In this case study, qualitative and quantitative analyses of student evaluations of teaching were used to assess evidence of social, cognitive, and teaching presence for two instructors in online, co-taught, flipped first-year seminar courses compared to in-person instructor-centered versions of the course. Evidence suggested that the online courses received more positive and complex comments, encouraged greater social presence, and eliminated differences between instructors. Our work builds upon the CoI Framework and emphasizes collaborative activities which enhance social, cognitive, and teaching presence in learning environments. We discuss these dimensions of high-impact teaching and learning and how they worked to help prepare students for college success, both online and in-person. We include suggestions for how our case study can be generalized to other academic courses, modalities, and student populations. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of the Scholarship of Teaching & Learning is the property of Journal of the Scholarship of Teaching & Learning and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 184729423 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Flipping the First Year: A Case Study in Co-Teaching First-year Seminar as a Community of Inquiry. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Shell%2C+Madelynn+D%2E%22">Shell, Madelynn D.</searchLink><relatesTo>1</relatesTo><i> mshell@tamuct.edu</i><br /><searchLink fieldCode="AR" term="%22Moore%2C+Christa+J%2E%22">Moore, Christa J.</searchLink><relatesTo>2</relatesTo><i> cjm4vx@uvawise.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+the+Scholarship+of+Teaching+%26+Learning%22">Journal of the Scholarship of Teaching & Learning</searchLink>. Mar2025, Vol. 25 Issue 1, p140-155. 16p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Student+evaluation+of+teachers%22">Student evaluation of teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Community+of+inquiry%22">Community of inquiry</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Flipped+classrooms%22">Flipped classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br /><searchLink fieldCode="DE" term="%22Mentoring%22">Mentoring</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: First-year seminar courses lay the foundation for student success in college, and it is important they engage students via social, cognitive, and teaching presence which are domains of the Community of Inquiry (CoI) Framework (Garrison et al., 2010). Previous evidence suggests that strategies such as a flipped classroom, co-teaching, and peer mentoring can improve course quality and learning outcomes both in-person and online. In this case study, qualitative and quantitative analyses of student evaluations of teaching were used to assess evidence of social, cognitive, and teaching presence for two instructors in online, co-taught, flipped first-year seminar courses compared to in-person instructor-centered versions of the course. Evidence suggested that the online courses received more positive and complex comments, encouraged greater social presence, and eliminated differences between instructors. Our work builds upon the CoI Framework and emphasizes collaborative activities which enhance social, cognitive, and teaching presence in learning environments. We discuss these dimensions of high-impact teaching and learning and how they worked to help prepare students for college success, both online and in-person. We include suggestions for how our case study can be generalized to other academic courses, modalities, and student populations. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of the Scholarship of Teaching & Learning is the property of Journal of the Scholarship of Teaching & Learning and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.14434/josotl.v25i1.36134 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 140 Subjects: – SubjectFull: Student evaluation of teachers Type: general – SubjectFull: Community of inquiry Type: general – SubjectFull: Educational outcomes Type: general – SubjectFull: Classroom environment Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Flipped classrooms Type: general – SubjectFull: Online education Type: general – SubjectFull: Mentoring Type: general Titles: – TitleFull: Flipping the First Year: A Case Study in Co-Teaching First-year Seminar as a Community of Inquiry. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Shell, Madelynn D. – PersonEntity: Name: NameFull: Moore, Christa J. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 15279316 Numbering: – Type: volume Value: 25 – Type: issue Value: 1 Titles: – TitleFull: Journal of the Scholarship of Teaching & Learning Type: main |
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