Abstract
This chapter explores mechanisms for supporting a group of over 200 tutors working together to deliver team teaching of pre-set online collaborative activities to a cohort of over 3000 students studying a first-year undergraduate psychology module. It describes the development of resources in support of this team teaching, from the perspective of the module team chair with overall responsibility, and that of the consultant tutor who co-authored resources and oversaw an online forum where the tutor team raised questions, discussed implementation, and sought advice on issues arising. Feedback from tutors and students is summarised along with a note of changes implemented in response. The chapter concludes with a summary of recommendations for effective support of tutors conducting online team teaching of collaborative working by students.
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Notes
- 1.
Student feedback varied from citing positive engagement with CAs, to valuing being able to read other students postings even if not posting themselves, to finding CAs unhelpful and unwelcome.
- 2.
Concomitant with these changes were significant regional and administrative structural changes and faculty mergers, which all contributed to an increased anxiety and some loss of clarity about role identity and divisions of labour.
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Cuffe, P., McAvoy, J. (2018). Supporting Team Teaching of Collaborative Activities in Online Forums: A Case Study of a Large Scale Module. In: Baxter, J., Callaghan, G., McAvoy, J. (eds) Creativity and Critique in Online Learning. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-78298-0_10
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