Learning by Teaching Face-to-Face: The Contributions of Preparing-to-Teach, Initial-Explanation, and Interaction Phases

Autor/in	Kobayashi, Keiichi
Titel	Learning by Teaching Face-to-Face: The Contributions of Preparing-to-Teach, Initial-Explanation, and Interaction Phases
Quelle	In: European Journal of Psychology of Education, 37 (2022) 2, S.551-566 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kobayashi, Keiichi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-021-00547-z
Schlagwörter	Peer Teaching; Tutoring; Tutors; Undergraduate Students; Foreign Countries; Conventional Instruction; Interaction; Teaching Methods; Japan + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Förderkonzept; Nachhilfeunterricht; Förderlehrer; Lehrender; Tutor; Ausland; Interaktion; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Teaching other students in a face-to-face manner has been shown to effectively foster both one's own and their learning. This study experimentally investigated whether and how tutors and tutees academically benefit from three phases of face-to-face teaching: preparing-to-teach, initial-explanation, and interaction phases. Japanese undergraduates (n = 80) acted as tutors or tutees in peer tutoring. After studying with the expectation of teaching face-to-face or taking a test (the preparing-to-teach phase), tutor participants provided tutee participants with initial instructional explanations, without asking or answering questions (the initial-explanation phase), and then engaged in a question-and-answer period (the interaction phase). Tutor and tutee participants learned better by providing and receiving higher-quality explanations in the initial-explanation and interaction phases. Face-to-face teaching vs. test expectancy had no effects on the quality of tutor participants' explanations or their learning outcomes. The results suggest that both the initial-explanation and interaction phases contribute to learning by teaching face-to-face, whereas the preparing-to-teach phase does not. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01