Interteaching

Tsui, Ming‐sum

doi:10.1177/0092055x09353887

Cited by 14 publications

(3 citation statements)

References 9 publications

(20 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These results are unexpected but interesting. Previous publications have agreed that learning by teaching is a good teaching technique to promote content mastery (Allison, 1976;Blair et al, 2007;Matsuda et al, 2013;Mills, 1995;Podl & Metzger, 1994;Tsui, 2010). However, we did not find any statistical evidence that the learning by teaching technique was better for content mastery than traditional teaching and learning techniques.…”

Section: Discussioncontrasting

confidence: 89%

See 1 more Smart Citation

Empirical Evidence on the Effectiveness of the Learning by Teaching Technique among University-level English as a Foreign Language Students

Kasim

Muslem

Mustafa

2020

JLE

View full text Add to dashboard Cite

Learning via teaching has been accepted as one of the best ways to achieve a deep understanding of a topic. This research was aimed at seeking scientific evidence to support this claim by comparing the scores the university-level EFL students obtained through the learning by teaching technique and those obtained by students who were taught traditionally using a teacher-centered approach. The experimental group consisted of 22 students who were taught pedagogical content knowledge, i.e. English Language Testing, traditionally for half of the semester and then teaching students at another university afterward. The control group consisted of 24 students who were taught language testing traditionally by the same instructor for the whole semester. Both groups were given a test to measure their content knowledge achievement; one test at the beginning of the semester and one at the end of the semester. Two-way ANOVA was used to compare the two groups’ scores, and find out how the differences in the scores was affected by the type of instruction. The results showed that there was significant evidence that the students’ scores improved significantly in both groups. However, the difference in test scores between pre-test and post-test did not depend on the type of instruction. Because the experimental group could achieve the same performance as those of the control group regardless of the shorter instruction period, it can be concluded that learning by teaching has potential as an effective method for teaching pedagogical content knowledge. Suggestions for possible modifications of this technique are discussed in this paper.

show abstract

Section: Discussioncontrasting

confidence: 89%

“…Teaching has been recognized as the best way to learn something in detail (Tsui, 2010). When students teach their peers, they undergo a process that Roscoe and Chi (2007) termed knowledge-building.…”

Section: Introductionmentioning

confidence: 99%

Empirical Evidence on the Effectiveness of the Learning by Teaching Technique among University-level English as a Foreign Language Students

Kasim

Muslem

Mustafa

2020

JLE

View full text Add to dashboard Cite

show abstract

“…The effectiveness of interteaching has been empirically demonstrated across a variety of courses, including nutrition (Goto & Schneider, 2009, special education (Cannella-Malone, Axe, & Parker, 2009;Saville et al, 2006), computer programming (Emurian & Zheng, 2010), business (Edwards, 2005), and psychology (Saville, Zinn, & Elliott, 2005;Saville, et al, 2006;Scoboria & Pascual-Leone, 2009); with additional instructors also anecdotally describing the advantages of this approach in their classrooms (e.g., sociology -Tsui, 2010;religious studies -Zeller, 2010). One of the first studies to demonstrate the effectiveness of interteaching as compared to traditional approaches (e.g., lecture) in a classroom setting was Saville et al (2006).…”

Section: Introductionmentioning

confidence: 99%

Interteaching: Its effects on exam scores in a compressed-schedule format

Paulk

2013

JoSoTL

View full text Add to dashboard Cite

Although previous research has found interteaching to be an effective form of instruction, all of the currently published data have been collected in courses that have allowed for a minimum of 48 hours between class sessions. In the current study, we examined the effectiveness of interteaching compared to traditional lecture during a six week summer session of a behavior modification course. Two non-concurrent sections of the behavior modification course were taught during which the instructor alternated between interteaching and traditional lecture. These courses were counterbalanced, such that when material from one section was covered using an interteaching approach, the same material in the other section was presented using a traditional lecture. Unlike previous studies, students did not score higher on exams following interteaching sessions. Nevertheless, students did indicate that they found interteaching to be beneficial. Interpretations of these results, the social validity responses, practical implications, and recommendations for additional research are discussed.

show abstract

New multimedia resources for ecological resilience education in modern university classrooms

et al. 2022

View full text Add to dashboard Cite

Solutions to global problems such as climate change and biodiversity loss require educational frameworks and accompanying teaching resources that are theory‐based, interdisciplinary, and accessible to broad undergraduate and graduate student audiences. Ecological resilience theory (ERT) is a framework with established interdisciplinary application to complex global problems, but despite an emphasis on the utility of resilience in national higher education frameworks, we found that many current ecology textbooks incorporate multiple definitions and highly variable amounts of discussion on core resilience concepts. To facilitate the use of innovative teaching resources in ERT in universities, this paper describes four free multimedia tools and templates that align with national education frameworks and are available for innovation and development by educators interested in ERT. The products are (1) content modules on core terms and concepts of ERT, (2) a classroom game and discussion, (3) interactive case studies, and (4) a complementary podcast based on resilience concepts and interviews with resilience experts to supplement formal classroom education. We contextualize the opportunities of ERT and thinking for students in university classrooms, as well as the benefits of involving graduate students and encouraging their initiative with this type of project. We conclude with a brief discussion of future opportunities for these types of educational resources. Our intent is that these resources be available for educators and researchers to facilitate interdisciplinarity, collaboration, and innovation to address complex global problems from a core educational framework of ERT.

show abstract

Interteaching

Cited by 14 publications

References 9 publications

Empirical Evidence on the Effectiveness of the Learning by Teaching Technique among University-level English as a Foreign Language Students

Empirical Evidence on the Effectiveness of the Learning by Teaching Technique among University-level English as a Foreign Language Students

Interteaching: Its effects on exam scores in a compressed-schedule format

New multimedia resources for ecological resilience education in modern university classrooms

Contact Info

Product

Resources

About