Comparing Learning from Observing and from Human Tutoring

Autor/inn/en	Muldner, Kasia; Lam, Rachel; Chi, Michelene T. H.
Titel	Comparing Learning from Observing and from Human Tutoring
Quelle	In: Journal of Educational Psychology, 106 (2014) 1, S.69-85 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0034448
Schlagwörter	Tutoring; Teaching Methods; Observational Learning; Educational Experiments; Outcomes of Education; Cooperative Learning; Dialogs (Language); Simulation; Undergraduate Students; Pretests Posttests; Correlation; Learning Processes; Educational Benefits; Regression (Statistics) + Suchen Sie Ihr Suchwort? Förderkonzept; Nachhilfeunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Imitationslernen; Schulversuch; Lernleistung; Schulerfolg; Kooperatives Lernen; Dialog; Dialogs; Dialogue; Dialogues; Simulation program; Simulationsprogramm; Korrelation; Learning process; Lernprozess; Bildungsertrag; Regression; Regressionsanalyse
Abstract	A promising instructional approach corresponds to" learning by observing others learn" (i.e., by watching tutorial dialogue between a tutor and tutee). However, more work is needed to understand this approach's pedagogical utility. Thus, in 2 experiments we compared student learning from collaborative observation of dialogue with 2 other instructional contexts: 1-on-1 human tutoring and collaborative observation of monologue. In Study 1 (N = 50), there was no significant difference in learning outcomes between the dialogue and tutoring conditions, while the dialogue condition was superior to the monologue condition. Study 2 (N = 40), which involved a younger population than in Study 1, did not replicate these results, in that students learned less from observing dialogue than from being tutored, and there was no significant difference between the dialogue and monologue conditions. To shed light on our results, we analyzed the verbal data collected during the 2 experiments. This analysis showed that in Study 1, the dialogue observers generated more substantive contributions than did the monologue observers. In contrast, in Study 2 there was no significant difference between the observers in terms of substantive contributions; moreover, the total number of contributions was modest, which may have hindered observer learning in that study. In general, our findings suggest that collaboratively observing tutorial dialogue is a promising learning paradigm, but more work is needed to understand how to support young students to effectively learn in this paradigm. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01