An Assessment of Group Size in Interteaching

Rosales, Rocío; Soldner, James L.

doi:10.14434/josotl.v18i2.22539

Cited by 8 publications

(4 citation statements)

References 20 publications

(24 reference statements)

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“…However, Saville et al (2006) and Goto and Schneider (2009) found that students preferred IT. Notably, findings from the present study are similar to those of Rosales and Soldner (2018) in that the perceived results of the two methods did not match the actual results. Students in the present study reported that working in large groups during the LP condition led to hearing more answers and better ideas.…”

Section: Discussioncontrasting

confidence: 67%

A Comparison of Interteaching and the Learning Pathway in a Community Health Undergraduate Course

Schulz

Francisco

2020

Pedagogy in Health Promotion

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Health promotion undergraduate courses frequently use active learning strategies in an attempt to ensure that future health professionals are prepared to improve population health outcomes. One teaching method with limited research in health promotion courses at the undergraduate level is interteaching (IT). IT is based on behavior analytic techniques and uses paired discussion and student-informed clarifying lectures to teach course objectives. A number of studies suggest that IT is more effective than traditional teaching methods (i.e., lecture). However, research is needed to compare IT with other active learning strategies (i.e., strategies that foster critical thinking by engaging students in analysis, synthesis, and evaluation through discussion and active student responding) and in new subject areas. The present study compared IT with an active learning strategy known as the Learning Pathway (LP) in an undergraduate community health education/promotion planning course. The LP uses group work and guided self-instruction to help students address a societal issue of their choice. Results indicate that students performed slightly higher on multiple-choice quizzes during the IT condition and correctly answered more fill-in-the-blank midterm and final exam questions related to content covered in the IT condition. However, students indicated that they preferred the LP teaching method. Although further research is needed to investigate active learning strategies that are most effective on various outcomes in health promotion courses, this study suggests that IT may be more effective than the LP on teaching course objectives as measured by quiz scores.

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Section: Discussioncontrasting

confidence: 67%

A Comparison of Interteaching and the Learning Pathway in a Community Health Undergraduate Course

Schulz

Francisco

2020

Pedagogy in Health Promotion

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“…3 ). Our analysis provides moderate support for having students work in pairs during discussions, rather than in larger groups (e.g., Boyce & Hineline, 2002 ; Rosales & Soldner, 2018 ). Furthermore, the data suggest that removing the discussion component of interteaching is likely to limit the effectiveness of the approach substantially (e.g., Garcia et al, 2016 ).…”

Section: Discussionmentioning

confidence: 74%

“…Ten studies tested six different variations of interteaching (level of difficulty of prep guides, number of students in the discussion groups, number of quizzes, presence or absence of discussions, presence or absence of lectures, and presence or absence of quality points; Bethke, 2016 ; Garcia et al, 2016 ; Lambert & Saville, 2012 ; Rosales & Soldner, 2018 ; Saville et al, 2011a ; Saville & Zinn, 2009 ) using two different outcome measures (i.e., results of examinations and quizzes). Figure 2 displays a forest plot and the effect-size analyses for these studies (Hedge’s g , standard error, CI, and p -values).…”

Section: Resultsmentioning

confidence: 99%

A Systematic Review and Quantitative Analysis of Interteaching

et al. 2021

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Interteaching is a behavioral teaching method that departs from the traditional lecture format (Boyce & Hineline in BA 25:215–226, 2002). We updated and expanded previous interteaching reviews and conducted a meta-analysis on its effectiveness. Systematic searches identified 38 relevant studies spanning the years 2005–2018. The majority of these studies were conducted in undergraduate face-to-face courses. The most common independent variables were manipulations of the configuration of interteaching or comparisons to traditional-lecture format. The most common dependent variables were quiz or examination scores. Only 24% of all studies implemented at least five of the seven components of interteaching. Prep guides, discussions, record sheets, and frequent assessments were the most commonly implemented. Meta-analyses indicated that interteaching is more effective than traditional lecture or other control conditions, with an overall large effect size. Furthermore, variations in the configuration of the interteaching components do not seem to substantially limit its effectiveness, as long as the discussion component is included. Future research informed by the present review includes: (a) investigating the efficacy of interteaching in additional academic areas, online environments, workplace training, and continuing education, (b) testing alternative outcome measures, generalization, and procedural integrity, (c) conducting systematic component analyses, and (d) measuring social validity from the instructor’s perspective. Supplementary Information The online version contains supplementary material available at 10.1007/s10864-021-09452-3.

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“…Prior to the start of the synchronous peer-guided instruction, the students should have already completed the aforementioned, asynchronous ASR-enhanced brief lecture and read any assigned readings. Upon arriving at the synchronous peer-guided instruction session, the instructor would place the students into small groups (usually 2 to 4 students) using the breakout groups feature of Kaltura Virtual Classroom (see Rosales and Soldner 2018). In the breakout groups, students would be directed to discuss the preparation guide and complete a Record of Interteach form to provide feedback to the instructor about material that was still unclear and also indicate the quality of participation by each member of the small group.…”

Section: Peer-guided Instructionmentioning

confidence: 99%

Using Interteaching to Promote Online Learning Outcomes

et al. 2021

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Due to the COVID-19 pandemic, educators have been forced to rapidly transition away from in-person learning environments to completely online formats. Many of these educators have had little or no training and experience teaching online, contributing to stress and anxiety. To compound this problem even further, there are a multitude of online learning technologies from which to choose that can be relatively costly and require an intensive production process. In an effort to provide immediate relief to those dealing with this problem, we detail how interteaching, an empirically supported behavioral teaching technique, can be used to cultivate an interactive online learning environment in either an asynchronous or synchronous format. Specifically, we describe some best practices and provide some examples on how to generate active student responding (ASR) as well as provide pinpointed performance-based feedback. We specifically reference the relatively easy-to-use online software Kaltura, but it is hoped that our suggestions inspire others to develop and use these strategies across a variety of platforms in effort to provide evidence-based quality education during this crisis.

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An Assessment of Group Size in Interteaching

Cited by 8 publications

References 20 publications

A Comparison of Interteaching and the Learning Pathway in a Community Health Undergraduate Course

A Comparison of Interteaching and the Learning Pathway in a Community Health Undergraduate Course

A Systematic Review and Quantitative Analysis of Interteaching

Using Interteaching to Promote Online Learning Outcomes

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