Flipping the First Year: A Case Study in Co-Teaching First-year Seminar as a Community of Inquiry
First-year seminar courses lay the foundation for student success in college, and it is important they engage students via social, cognitive, and teaching presence which are domains of the Community of Inquiry (CoI) Framework (Garrison et al., 2010). Previous evidence suggests that strategies such...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Indiana University Office of Scholarly Publishing
2025-03-01
|
| Series: | Journal of the Scholarship of Teaching and Learning |
| Subjects: | |
| Online Access: | https://scholarworks.iu.edu/journals/index.php/josotl/article/view/36134 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1839568839429324800 |
|---|---|
| author | Madelynn Shell Christa Moore |
| author_facet | Madelynn Shell Christa Moore |
| author_sort | Madelynn Shell |
| collection | DOAJ |
| description |
First-year seminar courses lay the foundation for student success in college, and it is important they engage students via social, cognitive, and teaching presence which are domains of the Community of Inquiry (CoI) Framework (Garrison et al., 2010). Previous evidence suggests that strategies such as a flipped classroom, co-teaching, and peer mentoring can improve course quality and learning outcomes both in-person and online. In this case study, qualitative and quantitative analyses of student evaluations of teaching were used to assess evidence of social, cognitive, and teaching presence for two instructors in online, co-taught, flipped first-year seminar courses compared to in-person instructor-centered versions of the course. Evidence suggested that the online courses received more positive and complex comments, encouraged greater social presence, and eliminated differences between instructors. Our work builds upon the CoI Framework and emphasizes collaborative activities which enhance social, cognitive, and teaching presence in learning environments. We discuss these dimensions of high-impact teaching and learning and how they worked to help prepare students for college success, both online and in-person. We include suggestions for how our case study can be generalized to other academic courses, modalities, and student populations.
|
| format | Article |
| id | doaj-art-f02c84d492c24e9eba3dba3905c7549c |
| institution | Matheson Library |
| issn | 1527-9316 |
| language | English |
| publishDate | 2025-03-01 |
| publisher | Indiana University Office of Scholarly Publishing |
| record_format | Article |
| series | Journal of the Scholarship of Teaching and Learning |
| spelling | doaj-art-f02c84d492c24e9eba3dba3905c7549c2025-08-04T17:03:18ZengIndiana University Office of Scholarly PublishingJournal of the Scholarship of Teaching and Learning1527-93162025-03-01251Flipping the First Year: A Case Study in Co-Teaching First-year Seminar as a Community of Inquiry Madelynn Shell0https://orcid.org/0000-0003-3316-2025Christa Moore1Texas A&M University- Central TexasThe University of Virginia's College at Wise First-year seminar courses lay the foundation for student success in college, and it is important they engage students via social, cognitive, and teaching presence which are domains of the Community of Inquiry (CoI) Framework (Garrison et al., 2010). Previous evidence suggests that strategies such as a flipped classroom, co-teaching, and peer mentoring can improve course quality and learning outcomes both in-person and online. In this case study, qualitative and quantitative analyses of student evaluations of teaching were used to assess evidence of social, cognitive, and teaching presence for two instructors in online, co-taught, flipped first-year seminar courses compared to in-person instructor-centered versions of the course. Evidence suggested that the online courses received more positive and complex comments, encouraged greater social presence, and eliminated differences between instructors. Our work builds upon the CoI Framework and emphasizes collaborative activities which enhance social, cognitive, and teaching presence in learning environments. We discuss these dimensions of high-impact teaching and learning and how they worked to help prepare students for college success, both online and in-person. We include suggestions for how our case study can be generalized to other academic courses, modalities, and student populations. https://scholarworks.iu.edu/journals/index.php/josotl/article/view/36134co-teachingflipped classroomCommunity of Inquiryfirst-year seminarpeer mentoring |
| spellingShingle | Madelynn Shell Christa Moore Flipping the First Year: A Case Study in Co-Teaching First-year Seminar as a Community of Inquiry Journal of the Scholarship of Teaching and Learning co-teaching flipped classroom Community of Inquiry first-year seminar peer mentoring |
| title | Flipping the First Year: A Case Study in Co-Teaching First-year Seminar as a Community of Inquiry |
| title_full | Flipping the First Year: A Case Study in Co-Teaching First-year Seminar as a Community of Inquiry |
| title_fullStr | Flipping the First Year: A Case Study in Co-Teaching First-year Seminar as a Community of Inquiry |
| title_full_unstemmed | Flipping the First Year: A Case Study in Co-Teaching First-year Seminar as a Community of Inquiry |
| title_short | Flipping the First Year: A Case Study in Co-Teaching First-year Seminar as a Community of Inquiry |
| title_sort | flipping the first year a case study in co teaching first year seminar as a community of inquiry |
| topic | co-teaching flipped classroom Community of Inquiry first-year seminar peer mentoring |
| url | https://scholarworks.iu.edu/journals/index.php/josotl/article/view/36134 |
| work_keys_str_mv | AT madelynnshell flippingthefirstyearacasestudyincoteachingfirstyearseminarasacommunityofinquiry AT christamoore flippingthefirstyearacasestudyincoteachingfirstyearseminarasacommunityofinquiry |