Benefits of Asking Students to Make an Instructional Video of a Multimedia Lesson: Clarifying the Learning-by-Teaching Hypothesis

Autor/inn/en	Cheng, Meixia; Wang, Fuxing; Mayer, Richard E.
Titel	Benefits of Asking Students to Make an Instructional Video of a Multimedia Lesson: Clarifying the Learning-by-Teaching Hypothesis
Quelle	In: Journal of Computer Assisted Learning, 39 (2023) 5, S.1636-1651 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Fuxing) ORCID (Mayer, Richard E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12823
Schlagwörter	Educational Benefits; Student Developed Materials; Film Production; Instructional Films; Multimedia Materials; Multimedia Instruction; Learning Strategies; College Students; Peer Teaching; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Bildungsertrag; Filmproduktion; Lehrfilm; Multimediales Lernen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Collegestudent; Peer group teaching; Peer Group Teaching; Unterrichtserfolg
Abstract	Background: Learning-by-teaching is a generative learning strategy in which students are told they will have to teach what they are learning to others. Although learning-by-teaching has been shown to be effective in some cases, few studies have established guidelines for how to optimize the benefits of learning-by-teaching as a generative learning strategy from a social presence perspective. Objectives: This study seeks to clarify the learning-by-teaching hypothesis and to pinpoint the optimal level of social presence during learning-by-teaching that is most conducive to learning. Methods: In Experiment 1, college students received a lesson with instructions that afterwards they would explain the material to others by making a video, explain the material aloud to themselves, or restudy the material. In Experiment 2, college students viewed a multimedia lesson with instructions that afterwards they would explain the materials by making a video, explain to an onscreen student, or explain to a student in person. Results and Conclusions: Teaching by making a video was better than restudying, self-explaining, and teaching face-to-face or online. Teaching quality was better in video teaching than self-explaining and face-to-face or online teaching. Teaching by making a video is ideal because it primes generative processing while minimizing extraneous processing. Implications: This study is the first to manipulate different levels of social presence of oral teaching to determine the optimal form of learning-by-teaching, which preliminarily clarifies generative learning and social presence theory and has implications for both empirical and theoretical research. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01