[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-598598-105":59,"doc-detail-598598-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","serial-team-teaching-and-the-evolving-scholarship-of-learning-students-perspective","Serial Team Teaching and the Evolving Scholarship of Learning: Students’ Perspective","","A study at the University of Toronto examines serial team teaching through faculty and student perspectives. Multiple instructors alternate sequential segments of a course, and student responses are analyzed via a spring 2007 online survey using Likert-scale questions. Findings summarize how course continuity, communication, teaching-style differences, and expertise diversity shape student attitudes, with upper-year students generally less supportive than first- and second-year students.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/serial-team-teaching-and-the-evolving-scholarship-of-learning-students-perspective/598598/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/serial-team-teaching-and-the-evolving-scholarship-of-learning-students-perspective/598598.png","ImageObject",300,407,{"name":92,"@type":93},"awa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How was serial team teaching defined in the study?","Question",{"text":112,"@type":113},"Serial team teaching refers to a “tag team” model where instructors alternate sequentially, each teaching one uninterrupted segment, or alternate periodically to teach multiple segments.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What survey method was used to gather students’ opinions?",{"text":117,"@type":113},"A voluntary spring 2007 online survey was conducted on a website used by University of Toronto Life Sciences students, collecting Likert-scale responses across multiple questions.",{"name":119,"@type":110,"acceptedAnswer":120},"What factors did students and faculty link to advantages or disadvantages?",{"text":121,"@type":113},"Students tended to value diversity of expertise and perspectives, while perceived disadvantages centered on reduced continuity, weaker communication among instructors, differences in teaching styles, and diminished rapport with students.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598598,1792165570,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","5  \nSerial Team Teaching and the Evolving Scholarship of Learning: Students’ Perspective  \nMelody Neumann, Charly Bank, Scott Browning, Jim Clarke, Jason Harlow, David Harrison, Karen Ing, Lena Kushnir, Cecilia Kutas, John Pitre, Ruxandra Serbanescu, Marty Wall, & Ron Wilson Faculty Learning Community  \nUniversity of Toronto  \nFaculty and students at the University of Toronto were surveyed and interviewed to form a case study of serial team teaching, in which multiple instructors take turns teaching a segment of the same course in sequence. Student opinions rangedfrom slightly opposed to slightly in favour of team teaching overall. When asked about specific aspects of team teaching, students who liked it overall tended to like all aspects of it, and did not identify those disadvantages in student experience anticipated by the faculty. In general, students in upper years were less supportive of team teaching than were students in their first and second years.  \nIntroduction  \nI Sprvestiinggat2e006teawemtcondeachiunctged a fmethaocudsltywuthrivenytthoe  \nFaculty of Arts and Science at the St. George Campus of the University of Toronto (FLC-University of Toronto, 2006) . The survey had two stages; the first identified departments offering courses that were team taught, and the second consisted of individual interviews of faculty involved in team teaching. The goal of the survey was to determine which team teaching models were currently in use for undergraduate courses on this campus, and to use the wealth of knowledge and experience available there to gain a better understanding of these  \nmodels.  \nWe interviewed more than 60 faculty members from 15 departments in a voluntary survey. The data we collected and analyzed comprised both factual information (enrolment statistics, number of instructors involved, and a team teaching model) and interpretive data (perceived advantages/disadvantages, faculty impressions of student experience, and recommendations/warnings) .  \nThe most inclusive definition of a “team taught” course is: any course with more than one instructor. In our context we identified three categories, one of them divided into two sub-categories:  \nA. Two or more instructors share all or most classes (Gurman, 1989) .  \nB. Serial: a “tag team:”  \ni. The instructors alternate sequentially  \nwith each instructor teaching just one uninterrupted segment of the course (e.g., one quarter or one term) .  \nii. The instructors alternate every couple of weeks or so, teaching more than one segment of a course (Morlock et al., 1998) .  \nC. Parallel: each section of the course is taught by a separate instructor (Ennis, 1986) .  \nMost courses at the University of Toronto follow category B, subgroup i.  \nSome of the most interesting findings of the faculty survey were the perceived advantages and disadvantages of serial team teaching for the students. Faculty felt that students benefit from the diversity of expertise and perspectives gained (Crossman & Behrens, 1992) in serial team-taught courses. However, most instructors see this as a benefit for higher-year rather than lower-year courses. The main perceived disadvantages were in the area of student experience, specifically the lack of continuity in content, lack of communication between team members, difference in teaching styles, and reduced rapport with the students.  \nThe literature on team teaching in higher education tends to focus on model A above where two or more instructors share all or most classes (Anderson & Speck, 1998; Kezar, 2000; McDaniel & Colarulli, 1997), yet the predominant model found in our Faculty was model B. Anecdotal evidence indicates that other institutions are also adopting model B. Therefore, we thought it important to ascertain the student perspective on the application of this model.  \nOnline Student Survey  \nIn Spring 2007, we conducted a voluntary survey of student opinion on a website frequented by 4000 University of Toronto Life Sciences students","cbCaiqX7QdjoTAkj","https://ap.wps.com/l/cbCaiqX7QdjoTAkj","pdf",561563,"English","# Introduction\n# Online Student Survey\n# Results\n## Correlations Across All Responses","[{\"question\":\"How was serial team teaching defined in the study?\",\"answer\":\"Serial team teaching refers to a “tag team” model where instructors alternate sequentially, each teaching one uninterrupted segment, or alternate periodically to teach multiple segments.\"},{\"question\":\"What survey method was used to gather students’ opinions?\",\"answer\":\"A voluntary spring 2007 online survey was conducted on a website used by University of Toronto Life Sciences students, collecting Likert-scale responses across multiple questions.\"},{\"question\":\"What factors did students and faculty link to advantages or disadvantages?\",\"answer\":\"Students tended to value diversity of expertise and perspectives, while perceived disadvantages centered on reduced continuity, weaker communication among instructors, differences in teaching styles, and diminished rapport with students.\"}]","Serial Team Teaching and the Evolving Scholarship of Learning: Students’ Perspective | PDF",1792087225,18]