Abstract:

Sometimes, during these pandemic times, professors have felt like beginners instead of specialists. Consequently, these isolated times have created an urgency for faculty to support each other and collaborate. Co-teaching can be seen as an incredible way to do this and ensure student advancements; simultaneously. Co-teaching or team-teaching is defined as two or more educators delivering deliberative instruction to a group of students, or as when two or more educators come collectively in a collaborative relationship to share work, contents, evaluations, planning, organization, and class delivery (Bacharach, Washut Heck, & Dahlberg, 2008). This teaching method can also be thought of as matching instructors together in a classroom to accord the responsibilities of planning, teaching, and assessing students while having equally responsible and accountable for the classroom.

However, sharing a course, even remotely, has become more complicated. When designing, planning, and teaching a remote-virtual course, adding faculty expectations can create many challenges, from scheduling, curating contents, and sharing instructional responsibilities to find innovative approaches to promote the student learning experience. In addition, the discussion of the co-teaching dimensions has to happen before teaching the course to preserve the classroom's role and the teaching-learning experience. For this to happen, Professors Ballester and Brugueras have developed a planning tool for co-teaching planning. The planning tool helps define the roles and responsibilities derived from a co-teaching experience. It provides specific steps for developing a team-teaching course, as in this case, in a remote-virtual learning setting.

This session will exhibit our experience in the remote-virtual classroom and a proposal for remote-virtual learning using a rotational and co-facilitator team-teaching model for business and communication courses.

This session will have the following objectives:
- To define the four co-teaching dimensions.
- To present the benefits and challenges of co-teaching in higher education in a remote/virtual setting.
- To describe the experience of co-teaching in a blended business and communication course.
- To propose a planning tool for co-teaching and a series of activities before, during, and after the co-teaching experience.

Keywords:

Co-teaching, team-teaching, remote learning, virtual learning.