Preliminary Analysis Of Interteachings Frequent Examinations Component In The Community College Classroom

Felderman, Theresa A.

doi:10.19030/tlc.v11i4.8851

Cited by 13 publications

(16 citation statements)

References 16 publications

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“…Rather, they reported only once to the laboratory and took the quiz”; Saville et al, 2005 , p. 162) or were alternative interventions, such as attending traditional lectures or completing anagrams (e.g., Saville et al, 2014 ). Pre- versus post-comparisons (two within-subjects designs) either investigated a single group comparing a change in outcome measures (e.g., examination scores; Felderman, 2014 ) or compared pre- versus post-changes in two groups, including a control group (e.g., interteaching versus traditional lecture on examination scores; Slezak & Faas, 2017 ). The eleven studies that reported implementation of SCMs (e.g., alternating-treatment designs; Felderman, 2016 ; Gayman et al, 2018 ) were included in the between-groups meta-analyses in a similar approach to that reported by Zelinsky and Shadish ( 2018 ) because the data reported in them were already aggregated per courses, groups and/or sections (i.e., no individual/single-case data were available).…”

Section: Methodsmentioning

confidence: 99%

A Systematic Review and Quantitative Analysis of Interteaching

et al. 2021

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Interteaching is a behavioral teaching method that departs from the traditional lecture format (Boyce & Hineline in BA 25:215–226, 2002). We updated and expanded previous interteaching reviews and conducted a meta-analysis on its effectiveness. Systematic searches identified 38 relevant studies spanning the years 2005–2018. The majority of these studies were conducted in undergraduate face-to-face courses. The most common independent variables were manipulations of the configuration of interteaching or comparisons to traditional-lecture format. The most common dependent variables were quiz or examination scores. Only 24% of all studies implemented at least five of the seven components of interteaching. Prep guides, discussions, record sheets, and frequent assessments were the most commonly implemented. Meta-analyses indicated that interteaching is more effective than traditional lecture or other control conditions, with an overall large effect size. Furthermore, variations in the configuration of the interteaching components do not seem to substantially limit its effectiveness, as long as the discussion component is included. Future research informed by the present review includes: (a) investigating the efficacy of interteaching in additional academic areas, online environments, workplace training, and continuing education, (b) testing alternative outcome measures, generalization, and procedural integrity, (c) conducting systematic component analyses, and (d) measuring social validity from the instructor’s perspective. Supplementary Information The online version contains supplementary material available at 10.1007/s10864-021-09452-3.

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Section: Methodsmentioning

confidence: 99%

A Systematic Review and Quantitative Analysis of Interteaching

et al. 2021

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“…Ideally, instructors will arrange multiple assessment opportunities throughout the course as this gives students frequent opportunities to demonstrate what they have learned, identify and correct any learning deficits, and minimize the impact that poor performance during any one specific assessment has on the final course grade. In addition, having frequent assessment opportunities can improve long-term retention of information (Felderman 2014;Bangert-Drowns et al 2016;Saville et al 2014). To reinforce participation during interteaching, questions on quizzes and exams should be connected to material on preparation guides and clarifying lectures (Bernstein and Chase 2013).…”

Section: Interteachingmentioning

confidence: 99%

Using Interteaching to Promote Online Learning Outcomes

et al. 2021

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Due to the COVID-19 pandemic, educators have been forced to rapidly transition away from in-person learning environments to completely online formats. Many of these educators have had little or no training and experience teaching online, contributing to stress and anxiety. To compound this problem even further, there are a multitude of online learning technologies from which to choose that can be relatively costly and require an intensive production process. In an effort to provide immediate relief to those dealing with this problem, we detail how interteaching, an empirically supported behavioral teaching technique, can be used to cultivate an interactive online learning environment in either an asynchronous or synchronous format. Specifically, we describe some best practices and provide some examples on how to generate active student responding (ASR) as well as provide pinpointed performance-based feedback. We specifically reference the relatively easy-to-use online software Kaltura, but it is hoped that our suggestions inspire others to develop and use these strategies across a variety of platforms in effort to provide evidence-based quality education during this crisis.

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“…Interteaching is a relatively new behavioral approach to college instruction in which contingencies are arranged in support of frequent student engagement and peer-to-peer collaboration, and lectures are reduced to a supportive, supplementary role (Gayman et al, 2018 , 2020 ). In addition to producing better learning outcomes (for reviews, see Hurtado-Parrado et al, 2021 ; Querol et al, 2015 ; Saville et al, 2011 ; Sturmey et al, 2015 ), students have reported interteaching to be more enjoyable (Querol et al, 2015 ; Saville et al, 2011 ), and interteaching has been shown to improve long-term retention (Felderman, 2014 ; Saville et al, 2014 ). Last, interteaching offers unique benefits to instructors, who have reported interteaching class preparation to be less time-consuming than traditional teaching formats (Sturmey et al, 2015 ).…”

Section: Introductionmentioning

confidence: 99%

“…Probes may include any style question so long as they target material from prep guides. Further, it is recommended that they be conducted frequently and routinely (Felderman, 2014 ). Another empirically supported method for promoting learning and retention is the use of cumulative exams (Khanna et al, 2013 ; Lawrence, 2013 ).…”

Section: Introductionmentioning

confidence: 99%

The Effects of Cumulative and Noncumulative Exams Within the Context of Interteaching

et al. 2021

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Interteaching is a behavioral teaching method that has been empirically shown to increase student learning outcomes. The present study investigated the effect of combining interteaching with cumulative versus noncumulative exams in two sections of an online asynchronous class. Interteaching was used in both sections of the course. The noncumulative exam section experienced weekly exams with test questions that only covered material learned in that week of class. The cumulative exam section was given weekly exams in which half of the questions were from material learned that current week and the other half were cumulative up to that point in the class. This was followed by a cumulative final exam given to both groups. All exam questions were multiple choice. On average, students in the cumulative exam group scored 4.91% higher on the final exam than students in the noncumulative exam group. Students exposed to weekly cumulative exams also earned more As and Bs on the final compared to the noncumulative exam group. Overall, our experiment provides evidence that interteaching may be further improved when combined with cumulative weekly exams.

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Preliminary Analysis Of Interteachings Frequent Examinations Component In The Community College Classroom

Abstract: ABSTRACT

Cited by 13 publications

References 16 publications

A Systematic Review and Quantitative Analysis of Interteaching

A Systematic Review and Quantitative Analysis of Interteaching

Using Interteaching to Promote Online Learning Outcomes

The Effects of Cumulative and Noncumulative Exams Within the Context of Interteaching

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