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Flipping the First Year: A Case Study in Co-Teaching First-Year Seminar as a Community of Inquiry

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Title: Flipping the First Year: A Case Study in Co-Teaching First-Year Seminar as a Community of Inquiry
Language: English
Authors: Madelynn D. Shell, Christa J. Moore
Source: Journal of the Scholarship of Teaching and Learning. 2025 25(1):140-155.
Availability: Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iu.edu; Web site: https://scholarworks.iu.edu/journals/index.php/josotl
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: First Year Seminars, Online Courses, Flipped Classroom, Team Teaching, College Faculty, In Person Learning, Student Attitudes, Student Evaluation of Teacher Performance, Program Effectiveness, Interpersonal Relationship, Learner Engagement, Teacher Role, Peer Teaching, Rural Schools, College Freshmen
Geographic Terms: Appalachia
ISSN: 1527-9316
Abstract: 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.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1469234
Database: ERIC
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  Data: Flipping the First Year: A Case Study in Co-Teaching First-Year Seminar as a Community of Inquiry
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  Data: Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iu.edu; Web site: https://scholarworks.iu.edu/journals/index.php/josotl
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  Data: 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.
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      – Text: English
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        PageCount: 16
        StartPage: 140
    Subjects:
      – SubjectFull: First Year Seminars
        Type: general
      – SubjectFull: Online Courses
        Type: general
      – SubjectFull: Flipped Classroom
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      – SubjectFull: Team Teaching
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      – SubjectFull: In Person Learning
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Student Evaluation of Teacher Performance
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Interpersonal Relationship
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Appalachia
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      – TitleFull: Flipping the First Year: A Case Study in Co-Teaching First-Year Seminar as a Community of Inquiry
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