Learning-by-Teaching without Audience Presence or Interaction: When and Why Does It Work?
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| Title: | Learning-by-Teaching without Audience Presence or Interaction: When and Why Does It Work? |
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| Language: | English |
| Authors: | Lachner, Andreas (ORCID |
| Source: | Educational Psychology Review. Jun 2022 34(2):575-607. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 33 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Instruction, Instructional Effectiveness, Models, Educational Practices, Learning Processes, Teaching Methods, Interaction |
| DOI: | 10.1007/s10648-021-09643-4 |
| ISSN: | 1040-726X |
| Abstract: | Teaching the contents of study materials by providing explanations to fellow students can be a beneficial instructional activity. A learning-by-teaching effect can also occur when students provide explanations to a real, remote, or even fictitious audience that cannot be interacted with. It is unclear, however, which underlying mechanisms drive "learning by non-interactive teaching effects" and why several recent studies did not replicate this effect. This literature review aims to shed light on "when" and "why" learning by non-interactive teaching works. First, we review the empirical literature to comment on the different mechanisms that have been proposed to explain why learning by non-interactive teaching may be effective. Second, we discuss the available evidence regarding potential boundary conditions of the non-interactive teaching effect. We then synthesize the available empirical evidence on processes and boundary conditions to provide a preliminary theoretical model of when and why non-interactive teaching is effective. Finally, based on our model of learning by non-interactive teaching, we outline several promising directions for future research and recommendations for educational practice. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1334744 |
| Database: | ERIC |
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