Universitat Jaume I (SPAIN)
About this paper:
Appears in: INTED2017 Proceedings
Publication year: 2017
Pages: 51-54
ISBN: 978-84-617-8491-2
ISSN: 2340-1079
doi: 10.21125/inted.2017.0117
Conference name: 11th International Technology, Education and Development Conference
Dates: 6-8 March, 2017
Location: Valencia, Spain
As stated by Ostrander (2015) it is the responsibility of academic world to educate and prepare students in the latest methods being used in industry and to help them understand that the work they do in the classroom is not only important but will also be useful to them in their future employment. Thus, as a result of the need of innovative teaching techniques, this paper presents an experience of cooperative teaching at undergraduate level at university.

Cooperative teaching (sometimes also known as collaborative teaching, co-teaching or co-teaching) is defined as two or more professionals delivering substantive instruction to a diverse or blended group of students in a single physical space (Cook and Friend 1995; Wenger and Hornyak 1999; Helms et al. 2005). It can be for one lesson, several lessons, or an entire course, depending on the subject matter or course objectives.

This paper presents the results obtained in a cooperative teaching experience over one semester among third year students of the degree in Business Administration in the subject of Market Research. Specifically, during the fifteen sessions the subject lasted, these students counted with the presence of three professors who complemented their knowledge and perspectives during the development of the classes. Each one of them focusing on theory, practice or managerial implications of the content.

A situation that was caused by a problem in the management of available classrooms for the course, triggered a set of really interesting collaborative sessions both from the educator and the student side. The three professors alternated their speeches during the theory sessions, improving the pace of the classes and significantly increasing the attention of students. Creating a participatory climate that helped to break the general structure of classes in which usually professors speak for a certain period of time while students perform interventions at certain times.

In this regard, we could see improvements in attendance to classes, improvements in the development of classes and a set of comments and positive indicators that suggest that this type of teaching techniques are most appropriate in this new job market that students face after completing their studies.
Cooperative teaching, innovative teaching.