The Dialogic Dual-Instructor Model (DDIM)
An Eduinformatics and STEAM-Oriented Approach to Effective University Teaching in Post-COVID-19 Higher Education
DOI:
https://doi.org/10.52731/lir.v006.483Keywords:
Representational transformation, Visualization, Relational understanding, Mathematical learning, OECD Learning Compass 2030, EduinformaticsAbstract
This study investigates which instructional formats most effectively promote student understanding and engagement in post-COVID-19 higher education. While the pandemic accelerated diversification in teaching modes including synchronous online classes, on-demand videos, and blended formats, limited empirical evidence exists comparing their effectiveness. Drawing on dialogic pedagogy, STEAM education principles, and the eduinformatics framework, we examine monologic single-instructor lectures, teaching assistant-supported classes, and dialogic co-teaching formats. We introduce the Dialogic Dual-Instructor Model (DDIM), a collaborative teaching approach implemented across statistics courses at Kobe Tokiwa University since 2017. DDIM involves two instructors engaging in structured dialogue during instruction, with one primarily presenting content while the other poses questions, requests clarifications, and offers alternative perspectives that mirror student thinking processes. This approach has been successfully adapted across face-to-face, audio-only, and on-demand video formats. Based on qualitative analyses of classroom implementations and instructor reflections, our analysis, synthesizing prior research on tutorial-style videos and dialogic practices in STEAM contexts with our collaborative statistics education practice, suggests that DDIM represents an effective instructional format particularly for conceptually demanding university courses, for fostering student engagement and understanding in contemporary university education.
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