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Interactivity: A Potential Determinant of Learning by Preparing to Teach and Teaching
1Faculty of Education, Shizuoka University, Shizuoka, Japan.
Frontiers in Psychology
|January 29, 2019
Summary
Preparing to teach and teaching enhance learning, with direct teacher-student interaction being more effective than indirect methods. This interactivity boosts motivation and information exchange for deeper learning.
Area of Science:
- Educational Psychology
- Cognitive Science
Background:
- Preparing to teach and teaching are known to enhance an individual's learning.
- The effectiveness of these methods can vary significantly.
Purpose of the Study:
- To investigate the role of interactivity in learning by preparing to teach and teaching.
- To understand how teacher-student interaction influences learning outcomes.
Main Methods:
- Reanalysis and summarization of previous study results.
- Discussion of theoretical explanations for observed effects.
Main Results:
- Direct teaching (face-to-face) yields greater learning benefits than indirect teaching (e.g., videos, written explanations).
- Learning through direct teaching surpasses self-explanation or indirect teaching after preparation.
- Interactivity's impact is linked to question-answering, student information exchange, and motivation.
Conclusions:
- Interactivity is a key factor in the effectiveness of learning by preparing to teach and teaching.
- Future research should explore remaining questions regarding optimal interactivity levels and mechanisms.
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