Self-managing peer team as a facilitator of online teaching

Abstract

PurposeThis qualitative study assesses the enablers of the work of a novel, self-managing digital pedagogy peer support team in a Finnish higher education institution.Design/methodology/approachThis study employs a qualitative methodology with in-depth interviews of five digital pedagogy facilitators. The data collected are analyzed with the ATLAS.ti software. The analytical approach follows a deductive method, applying the categories derived from Magpili and Pazos (2018) who investigated the input variables of self-managing teams through their extensive literature review.FindingsThe primary findings underscore the suitability of Magpili and Pazos' variables for evaluating the performance enablers of self-managing teams. Furthermore, the findings emphasize the significance of leadership and effective communication as essential prerequisites for achieving elevated performance levels.Research limitations/implicationsThis study focuses on the enablers of team performance from the perspective of the team members. To enhance comprehensiveness, subsequent phases should incorporate viewpoints from clients, namely peer instructors, and focus on the mediator and outcome aspects of the team effectiveness framework.Practical implicationsThis study offers actionable recommendations for higher education institutions aiming to adopt a peer mentor model akin to the one delineated in the study.Originality/valueThis study analyzes a collaborative approach to advancing digital pedagogy within higher education institutions and discusses the enablers for successful performance within self-managing teams.