Interactivity: A Potential Determinant of Learning by Preparing to Teach and Teaching.
Front Psychol
; 9: 2755, 2018.
Article
en En
| MEDLINE
| ID: mdl-30687196
ABSTRACT
It has been suggested that preparing to teach and teaching are conditionally effective in enhancing one's own learning. This paper focuses on interactivity - the level of teacher-student interaction in expected or actual teaching - as the potential key to understanding and controlling the variability in the effectiveness of learning by preparing to teach and teaching. By summarizing and reanalyzing the results of previous studies, I suggest that the learning benefits of studying with the expectation of direct teaching (i.e., teaching a student face-to-face) are greater than those of studying with the expectation of indirect teaching (i.e., teaching a student indirectly by creating a lecture video, providing written explanations, or using other means) and that learning by direct teaching surpasses learning by explaining to oneself or indirect teaching at least after preparing to do so. Next, three candidate explanations for the impact of interactivity are discussed the advantages of asking and answering questions, obtaining additional information about and from one's student, and enhancing one's motivation to process learning material deeply while preparing to teach and teaching. Finally, I conclude with the remaining questions and directions for future research.
Texto completo:
1
Colección:
01-internacional
Base de datos:
MEDLINE
Idioma:
En
Revista:
Front Psychol
Año:
2018
Tipo del documento:
Article
País de afiliación:
Japón
Pais de publicación:
CH
/
SUIZA
/
SUÍÇA
/
SWITZERLAND