A Theoretical Framework for Co-teaching in Higher Education Through Multiple Instructional Platforms

Concurrent Session 8

Session Materials

Brief Abstract

This paper explores the theoretical framework for co-teaching in higher education in traditional, asynchronous online, synchronous online, and synchronous hybrid courses.

Archivist Notes


Thank you for coming to our Co-Teaching Session and for the amazing conversation! As promised, we have included the resources we discussed during our session.

  • https://coteachingolc.titanpad.com/1 (This link includes are notes and the link to the Google Document of resources.)
  • There was an extra web site that Salena mentioned in the session about web conferencing that did not require a log-in, that resource can be found at https://appear.in/
  • Our handout that outlines the different co-teaching models in the various learning platforms is attached (under Session Materials)

Once again, thank you for attending our session! We truly enjoyed sharing great conversations with you all! Best, ~Salena Rabidoux and Amy Rottmann


Amy Rottmann, Ed.D. earned her Bachelors of Art in English with a concentration in Secondary Education, her Master’s in Education in the Secondary English Education, and her Doctorate in Educational Leadership: Curriculum, Instruction, & Supervision all from University of North Carolina Wilmington (UNCW). She has contributed to the education profession through various roles: high school English teacher, Director of the UNCW NC Teaching Fellows Program, English adjunct instructor, Director of Student Engagement and Recruitment, and teacher education instructor.

Extended Abstract

With the majority of co-teaching experiences taking place in traditional face-to-face courses, this session explores the theoretical framework for co-teaching in higher education through traditional, asynchronous online, synchronous online, and synchronous hybrid courses. Goffman (1957) and Vygotsky (1978) both understood the importance of social interaction, and their framework to utilizing social interaction in higher education is a necessary instructional component. Although a majority of empirical studies focus on K-12 co-teaching, the instructional and professional benefits can also be applied to higher education (Scruggs, Mastropieri, & McDuffie, 2007). Utilizing co-teaching in higher education will generate collaborative teaching across academia and remove the academic silos often associated with higher education.

Participants will explore the theoretical framework of co-teaching models in higher education. The framework will consist of five models of co-teaching: One Teach-One Drift, Station Teaching, Parallel Teaching, Alternative (Differentiated) Teaching, and Team Teaching. These models will be examined through instructional formats conducive to higher education learning environments: traditional, synchronous hybrid, asynchronous online, and synchronous online. The goal of the roundtable presentation will be to discuss effective and efficient instructional methods to utilize in various learning environments. We will also explore the challenges within a co-teaching framework for the higher education environment. The following questions will guide the discussion:

How do you view co-teaching in higher education?
What experiences do you have with co-teaching?
What are the benefits/pitfalls of co-teaching?
What technologies enhance or distract learning?
Do you have institutional support for co-teaching?

If additional explanation is needed, a paper is in progress concerning effective implementation for this framework.

Goffman, E. (1957). Alienation from interaction. Human relations.

Scruggs, T. E., Mastropieri, M. A., & McDuffie, K. A. (2007). Co-teaching in inclusive
classrooms: A metasynthesis of qualitative research. Exceptional Children, 73(4), 392-416.
Vygotsky, L. (1978). Interaction between learning and development. Readings on the
development of children, 23(3), 34-41.