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Transformed Mentorship: Aligning an Online Co-Teaching Opportunity with a Departmental Conceptual Framework
PROCEEDING

, , The College of St. Scholastica, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in New Orleans, Louisiana, United States ISBN 978-1-939797-45-2 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This critical reflection considers the alignment of a School of Education’s (SOE) Conceptual Framework and effective tools for co-teaching in an online graduate learning environment. Two instructors co-taught two graduate level, online education courses over two semesters. The courses served as the last two research-based classes in an education master’s degree program, and were instructed in progression: students were required to take a literature review course, followed by a data analysis and capstone completion class. The instructors aligned their SOE’s Conceptual Framework with their online co-teaching instruction and assessment, to develop a meaningful, thoughtful, and successful graduate learning environment for all students. This paper outlines the tools, strategies, and activities that supported students in the online learning community, as well as those aspects of the online co-teaching model that need further consideration and development. This work will be continued by soliciting feedback from students in regards to their online experiences.

Citation

Roux, J. & Miller, A. (2019). Transformed Mentorship: Aligning an Online Co-Teaching Opportunity with a Departmental Conceptual Framework. In S. Carliner (Ed.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1220-1229). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2024 from .