Abstract
This study explored the utilization of a collaborative teaching strategy to enhance online instruction among graduate school students. Qualitative action research design was utilized to further determine possible areas for improvement of the implementation of the strategy. Thirty-eight graduate students were interviewed to assess the use of the collaborative teaching schemes. Findings of the study revealed that collaborative online teaching is suitable for adult learning since it allows for wider learning opportunities. This strategy can increase knowledge and skills because more experts in the field are sharing information and professional experiences in the class. This study suggests that other practitioners can adapt this strategy.
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