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Comparing interteaching and discussion forums in an asynchronous online classroom: A replication.

Sacha K G Shaw1, Jennifer L Posey2,3, Thomas Zane4

  • 1Department of Educational and School Psychology, University of Southern Maine, Gorham, Maine, USA.

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|March 30, 2026
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Summary
This summary is machine-generated.

Graduate students performed better on quizzes using interteaching compared to discussion forums. This study explored interteaching

Keywords:
asynchronous instructioncollege teachinginterteachingonline instruction

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Area of Science:

  • Behavior analysis in education
  • Instructional design for graduate courses
  • Asynchronous learning environments

Background:

  • Replication of Shaw et al. (2024) study on interteaching effectiveness.
  • Investigated interteaching versus discussion forums in graduate education.
  • Incorporated variations in interteaching components and generality measures.

Purpose of the Study:

  • To compare the efficacy of interteaching and discussion forums for graduate students.
  • To assess the impact of interteaching on quiz and project scores.
  • To gather social validity data on student preferences for instructional methods.

Main Methods:

  • Employed an alternating-treatments design with five graduate students in an asynchronous course.
  • Compared quiz and assignment scores under interteaching and discussion forum conditions.
  • Utilized paired-sample t tests to analyze quiz score differences.

Main Results:

  • Significantly higher quiz scores were observed in the interteaching condition (93%) compared to the discussion forum condition (72%).
  • The difference in quiz scores was statistically significant (p < .0001) with a large effect size (partial η² = 0.58).
  • No significant effect of interteaching on project scores was found; 80% of participants favored interteaching.

Conclusions:

  • Interteaching is a more effective instructional method than discussion forums for improving quiz performance in graduate courses.
  • Potential limitations include multiple treatment interference; implications for applied behavior analysis graduate coursework are discussed.
  • High social validity suggests student preference for interteaching in asynchronous graduate settings.