Interteach and Student Engagement in Political Science

Slagter, Tracy H.; Scribner, Druscilla

doi:10.1080/15512169.2013.835562

Cited by 11 publications

(13 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Similar to previous findings (e.g., Arntzen & Hoium, 2010;Goto & Schneider, 2010;Slagter & Scribner, 2014), the majority of students in the current study indicated on the exit survey that they preferred interteaching to lecturecentered teaching and that they learned more from it. Students rated the overall quality of interteaching significantly higher than standard lecture, and interteaching clarifying lectures were rated significantly higher than standard lectures.…”

Section: Discussionsupporting

confidence: 89%

Interteaching in an asynchronous online class.

Gayman

Hammonds

Rost

2018

Scholarship of Teaching and Learning in Psychology

View full text Add to dashboard Cite

The present study investigated the effectiveness of interteaching versus traditional lecture-based teaching in two 9-week online asynchronous classes. Participants were undergraduate students enrolled in one of two sections of a psychology of learning course (N ϭ 62). The study used an alternating-treatments design, switching between interteaching and lecture-based teaching throughout the term. Type of instruction was counterbalanced across sections, so that material taught using interteaching in one section was taught using a standard lecture format in the other section. Results showed that weekly exam scores were significantly higher following interteaching compared to standard lecture-based teaching, p Ͻ .001, p 2 ϭ 0.18, 95% CI [0.03, 0.35]. Students also scored more points on the final exam on material that had been taught using interteaching, p Ͻ .001, p 2 ϭ 0.20, 95% CI [0.04, 0.36], which indicates that interteaching improves long-term retention of information. Students reported learning more during interteaching and rated the overall quality of interteaching as significantly higher than standard lecture, p ϭ .002, p 2 ϭ 0.18, 95% CI [0.03, 0.35]. Overall, the present findings showed that interteaching was more effective and preferred than standard lecture in an online asynchronous classroom, which suggests that the benefits of interteaching are not limited to traditional classroom environments.

show abstract

Section: Discussionsupporting

confidence: 89%

Interteaching in an asynchronous online class.

Gayman

Hammonds

Rost

2018

Scholarship of Teaching and Learning in Psychology

View full text Add to dashboard Cite

show abstract

“…Similar to previous studies (Gayman et al, 2018;Saville et al, 2012), the present results showed that IT also produced more As and Bs, and ST produced more Cs, Ds, and Fs. The majority of students in the current study preferred IT and indicated that they learned from this method of teaching, which is similar to previous studies (e.g., Arntzen & Hoium, 2010;Gayman et al, 2018;Goto & Schneider, 2010;Slagter & Scribner, 2014). However, the percentage of students who preferred IT and indicated that they learned best from this method was slightly lower in the current study compared to the most recent study conducted by Gayman et al (students preferring IT: 82% vs. 66.67%; learned best with IT: 88% vs. 76.03%).…”

Section: Interteachingsupporting

confidence: 88%

A comparison of interteaching, lecture-based teaching, and lecture-based teaching with optional preparation guides in an asynchronous online classroom.

Gayman¹,

Rost²,

Jimenez³

2023

Scholarship of Teaching and Learning in Psychology

View full text Add to dashboard Cite

The present study investigated the effect of adding optional preparation guides to traditional lecture-based teaching in an online, asynchronous undergraduate psychology class. Specifically, the study compared (a) interteaching that used a preparation guide, a written group discussion in Canvas, and a brief clarifying lecture; (b) standard teaching that consisted of a video lecture; and (c) standard teaching plus an optional preparation guide. Total average exam scores following interteaching were significantly higher than scores following standard teaching with or without optional preparation guides. In addition, students performed better on final exam questions that covered material previously taught using interteaching than on questions taught using either standard teaching condition. Most participants reported learning more during interteaching weeks and preferred interteaching more than standard lecture. These results indicate that access to optional preparation guides in the absence of other components of interteaching was not enough to significantly improve exam grades.

show abstract

“…Thus, this study reported rather moderate social validity for Inter-teaching overall, but better support for study guides. Slagter and Scribner (2014) reported similar positive satisfaction data from five political science classes using Inter-teaching, although this report used a retrospective on line survey after classes were finished and only 46 of 130 students responded. Three papers reported data on student preferences for Inter-teaching or lectures.…”

Section: Satisfaction Studiesmentioning

confidence: 74%

Inter-teaching: a systematic review

Sturmey

Dalfen

Fienup

2015

European Journal of Behavior Analysis

View full text Add to dashboard Cite

Inter-teaching is teaching pedagogy that incorporates elements of behavior analytic approaches, including study guides, contingencies to induce self-regulation, students teaching each other, and the instructor only teaching materials that students report they have not mastered. Six of seven experiments in six papers found Inter-teaching to be more effective than teaching as usual, although one research group has published most of these data. Thus, Inter-teaching met criteria for a promising intervention, but not an evidence-based intervention. Future research should (a) operationalize this treatment package to clarify the independent variable, facilitate measurement of treatment integrity, and permit behavioral skills training of instructors; (b) conduct a component analysis since the only effective components may be contingencies for studying before class and for frequent quizzes; (c) develop automated online forms of Inter-teaching; and (d) analyze Interteaching in terms of the number and quality of teaching trials and the learning channels incorporated within Inter-teaching. ARTICLE HISTORY

show abstract

Interteach and Student Engagement in Political Science

Cited by 11 publications

References 8 publications

Interteaching in an asynchronous online class.

Interteaching in an asynchronous online class.

A comparison of interteaching, lecture-based teaching, and lecture-based teaching with optional preparation guides in an asynchronous online classroom.

Inter-teaching: a systematic review

Contact Info

Product

Resources

About