Improving Learning-by-Teaching without Audience Interaction as a Generative Learning Activity by Minimizing the Social Presence of the Audience

Autor/inn/en	Wang, Fuxing; Cheng, Meixia; Mayer, Richard E.
Titel	Improving Learning-by-Teaching without Audience Interaction as a Generative Learning Activity by Minimizing the Social Presence of the Audience
Quelle	In: Journal of Educational Psychology, 115 (2023) 6, S.783-797 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Fuxing)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000801
Schlagwörter	Teaching Methods; Interaction; Learning Activities; Social Behavior; Learning Strategies; Peer Teaching; College Students; Science Education; Electronic Learning; Instructional Effectiveness; Video Technology; Stress Variables; Difficulty Level; Cognitive Processes + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Interaktion; Lernaktivität; Social behaviour; Soziales Verhalten; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Peer group teaching; Peer Group Teaching; Collegestudent; Naturwissenschaftliche Bildung; Unterrichtserfolg; Schwierigkeitsgrad; Cognitive process; Kognitiver Prozess
Abstract	Learning-by-teaching is a generative learning strategy in which students are asked to teach what they are learning to others (Fiorella & Mayer, 2015). In this study, college students watched a multimedia lesson on chemical synaptic transmission with instructions that afterward they would explain the materials by making a lecture video (teach-to-camera condition), explain to a student face-to-face (teach-to-student condition), or explain to seven students face-to-face (teach-to-group condition), and then they engaged in the corresponding teaching activity, respectively. Compared to the other two groups, the teach-to-camera condition performed significantly better on a transfer test, reported significantly lower social presence, experienced significantly lower arousal as measured by pulse rate, and engaged in significantly more generative processing via quality explanations, which were measured by a number of idea units, elaboration statements, and monitoring statements. The teach-to-camera condition significantly outperformed the teach-to-group condition on a retention test and reported significantly lower state anxiety, teaching difficulty, and cognitive load during teaching than the teach-to-group condition. The relation between audience presence and learning outcome was mediated by the negative impacts of distraction during teaching (e.g., anxiety or extraneous cognitive load ratings) and the positive impacts of generative processing during teaching (e.g., number of idea units generated). Teaching to an imaginary audience via video is more effective for learning than teaching to a student or group of students because it minimizes distraction while freeing up the capacity to increase active generative processing. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01