Team teaching is a well explored strategy in a variety of educational contexts. In primary and secondary education it is common to find teachers working closely with teaching assistants, trainee teachers or specialist support staff. In tertiary education it is common for lecturers to deliver modules as a team, whether in sections or by splitting topics in a course. In all three settings it is less common to use multiple staff simultaneously as an active part of the delivery.

Co-lecturing, where multiple lecturers present each lecture together, uses the presence of multiple lecturers to make lectures more conversational, inviting students to join a discussion between multiple domain experts rather than enduring a sermon. Previously this model has been trialed on two programming classes delivered via live programming, heavily relying on the Cognitive Apprenticeship approach to delivery.

Given the extremely positive results of an initial study, this model was then expanded to cover nine modules across four year groups and a variety of topics. We present the results of a student-focused survey which aimed to better understand the student benefits to co-lecturing. We present both the quantitative results and the qualitative results. Finally, we present evidence that students prefer co-lecturing as a delivery model to others.