Learning-by-Teaching without Audience Presence or Interaction: When and Why Does It Work?

Autor/inn/en	Lachner, Andreas; Hoogerheide, Vincent; van Gog, Tamara; Renkl, Alexander
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? Teaching process; Unterrichtsprozess; Unterrichtserfolg; Analogiemodell; Bildungspraxis; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Interaktion
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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01