A comprehensive review of interteaching and its impact on student learning and satisfaction.

Querol, Beatriz Isabelle D.; Rosales, Rocío; Soldner, James L.

doi:10.1037/stl0000048

Cited by 23 publications

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References 41 publications

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“…Zayak and Paulk (2014) had a similar approach to evaluate social validity, but included additional open-ended questions in the form completed by participants. The reported preference for interteaching when compared to lecture has been mixed, with at least some studies reporting student preference for interteaching while others reported preference for lecture even when interteaching was more effective (see Querol, Rosales, & Soldner, 2015 for a review of empirical research on Interteaching including the use of social validity measures).…”

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An Assessment of Group Size in Interteaching

Rosales

Soldner

2018

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A key component of interteaching, as described by Boyce and Hineline (2002), is the opportunity for students to participate in "dyadic" or pair discussions. Although the rationale for pair discussions is evident, only one study to date has evaluated the relative effectiveness of student performance when group size is manipulated. The present investigation was designed to further evaluate the effect of group size during pair discussions on student quiz scores in an introductory psychology course with a diverse group of learners. An alternating treatments design was implemented whereby students were assigned to work in a dyad or in groups of 4-5 students to discuss a preparation guide. All of the major components of interteaching were in effect during both conditions (i.e., availability of prep guides and quality points, clarifying lectures, and frequent test probes). Results showed a small advantage for performance following discussion in dyads, although a social validity measure indicated students favored discussion in larger groups. Implications of these findings and suggestions for future work will be discussed.

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An Assessment of Group Size in Interteaching

Rosales

Soldner

2018

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“…Despite the increase in utilizing online learning practices, there appears to be a relative dearth of empirically based studies with a focus on teaching the next generation of researchers and practitioners, using novel online pedagogy within the field of behavior analysis. The pedagogical literature within behavior analysis includes methods for promoting active learning in the face-to-face classroom, under the rubric of such topics as precision teaching, personalized system of instruction, guided notes, response cards, and interteaching (Austin, 2000;Querol, Rosales, & Soldner, 2015).…”

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An Investigation of the Efficacy of Asynchronous Discussion on Students’ Performance in an Online Research Method Course

Malkin

Rehfeldt

Shayter

2016

Behav Analysis Practice

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Online instruction has become increasingly a commonplace in higher education, broadly and within the field of behavior analysis. Given the increased availability of online instruction, it is important to establish how learning outcomes are influenced by various teaching methods, in order to effectively train the next generation of behavior analysts. This study used a between-group design to evaluate the use of asynchronous online class discussion. Results indicate greater group mean performance on quizzes for students who were required to participate in asynchronous discussion as a component of instruction.

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“…Students rating interteaching as less preferable than standard lecture is unusual in the interteaching literature (see Querol et al, 2015;Saville et al, 2011;Sturmey et al, 2015 for reviews), so it seems likely that the lower preference for interteaching seen in SEC 2 was a result of the modified interteaching method that students experienced. To some extent, this could be due to the modified interteaching session where half of the time was spent in small groups of 2-3.…”

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“…Since the seminal article by Boyce and Hineline (2002), over 30 studies have been published investigating interteaching and its components (see Querol et al, 2015;Saville et al, 2011b;Sturmey et al, 2015 for reviews). Several modifications of the basic method have since been examined.…”

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Varying the Preparation Guide and Group Discussion in a Classroom Analysis of Interteaching

Gayman

Jimenez

2020

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Interteaching is a strategy that shifts the emphasis from passive student learning to active engagement through the use of preparation guides, small group discussions, clarifying lectures, and frequent testing. Several classroom studies have demonstrated that interteaching leads to better student comprehension and higher test scores. However, the specific strategies used in these studies vary slightly. The goal of the present study was to compare two different ways of implementing the preparation guide and group discussions to determine which method led to higher academic success. A group design was used in two sections of a psychology course over two semesters. One section experienced the standard interteaching method, where students completed the entire preparation guide prior to class and engaged in small group discussions during class. The second section was divided into two groups and each group was given half of the preparation guide to complete. Students, then, went through two rounds of group discussions: first, in a dyad with a member that completed the same portion of the preparation guide and then in a larger group with another dyad who completed the other portion of the preparation guide. Students in the second section scored more points on exam questions that came from their half of the preparation guide and they demonstrated less of a preference for interteaching than those who experienced the standard interteaching method. Results from this study indicate that instructors should have students read and complete the entire preparation guide to allow for more effective implementation of interteaching.

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A comprehensive review of interteaching and its impact on student learning and satisfaction.

Cited by 23 publications

References 41 publications

An Assessment of Group Size in Interteaching

An Assessment of Group Size in Interteaching

An Investigation of the Efficacy of Asynchronous Discussion on Students’ Performance in an Online Research Method Course

Varying the Preparation Guide and Group Discussion in a Classroom Analysis of Interteaching

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