Literaturnachweis - Detailanzeige
Autor/inn/en | Lachner, Andreas; Hoogerheide, Vincent; van Gog, Tamara; Renkl, Alexander |
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Titel | Learning-by-Teaching without Audience Presence or Interaction: When and Why Does It Work? |
Quelle | In: Educational Psychology Review, 34 (2022) 2, S.575-607 (33 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Lachner, Andreas) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1040-726X |
DOI | 10.1007/s10648-021-09643-4 |
Schlagwörter | Instruction; Instructional Effectiveness; Models; Educational Practices; Learning Processes; Teaching Methods; Interaction |
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. (As Provided). |
Anmerkungen | 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/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |