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Interactivity: A Potential Determinant of Learning by Preparing to Teach and Teaching
It has been suggested that preparing to teach and teaching are conditionally effective in enhancing one’s own learning. This paper focuses on interactivity – the level of teacher–student interaction in expected or actual teaching – as the potential key to understanding and controlling the variabilit...
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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Frontiers Media S.A.
2019
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Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6336728/ https://www.ncbi.nlm.nih.gov/pubmed/30687196 http://dx.doi.org/10.3389/fpsyg.2018.02755 |
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author | Kobayashi, Keiichi |
author_facet | Kobayashi, Keiichi |
author_sort | Kobayashi, Keiichi |
collection | PubMed |
description | It has been suggested that preparing to teach and teaching are conditionally effective in enhancing one’s own learning. This paper focuses on interactivity – the level of teacher–student interaction in expected or actual teaching – as the potential key to understanding and controlling the variability in the effectiveness of learning by preparing to teach and teaching. By summarizing and reanalyzing the results of previous studies, I suggest that the learning benefits of studying with the expectation of direct teaching (i.e., teaching a student face-to-face) are greater than those of studying with the expectation of indirect teaching (i.e., teaching a student indirectly by creating a lecture video, providing written explanations, or using other means) and that learning by direct teaching surpasses learning by explaining to oneself or indirect teaching at least after preparing to do so. Next, three candidate explanations for the impact of interactivity are discussed: the advantages of asking and answering questions, obtaining additional information about and from one’s student, and enhancing one’s motivation to process learning material deeply while preparing to teach and teaching. Finally, I conclude with the remaining questions and directions for future research. |
format | Online Article Text |
id | pubmed-6336728 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2019 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-63367282019-01-25 Interactivity: A Potential Determinant of Learning by Preparing to Teach and Teaching Kobayashi, Keiichi Front Psychol Psychology It has been suggested that preparing to teach and teaching are conditionally effective in enhancing one’s own learning. This paper focuses on interactivity – the level of teacher–student interaction in expected or actual teaching – as the potential key to understanding and controlling the variability in the effectiveness of learning by preparing to teach and teaching. By summarizing and reanalyzing the results of previous studies, I suggest that the learning benefits of studying with the expectation of direct teaching (i.e., teaching a student face-to-face) are greater than those of studying with the expectation of indirect teaching (i.e., teaching a student indirectly by creating a lecture video, providing written explanations, or using other means) and that learning by direct teaching surpasses learning by explaining to oneself or indirect teaching at least after preparing to do so. Next, three candidate explanations for the impact of interactivity are discussed: the advantages of asking and answering questions, obtaining additional information about and from one’s student, and enhancing one’s motivation to process learning material deeply while preparing to teach and teaching. Finally, I conclude with the remaining questions and directions for future research. Frontiers Media S.A. 2019-01-11 /pmc/articles/PMC6336728/ /pubmed/30687196 http://dx.doi.org/10.3389/fpsyg.2018.02755 Text en Copyright © 2019 Kobayashi. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Kobayashi, Keiichi Interactivity: A Potential Determinant of Learning by Preparing to Teach and Teaching |
title | Interactivity: A Potential Determinant of Learning by Preparing to Teach and Teaching |
title_full | Interactivity: A Potential Determinant of Learning by Preparing to Teach and Teaching |
title_fullStr | Interactivity: A Potential Determinant of Learning by Preparing to Teach and Teaching |
title_full_unstemmed | Interactivity: A Potential Determinant of Learning by Preparing to Teach and Teaching |
title_short | Interactivity: A Potential Determinant of Learning by Preparing to Teach and Teaching |
title_sort | interactivity: a potential determinant of learning by preparing to teach and teaching |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6336728/ https://www.ncbi.nlm.nih.gov/pubmed/30687196 http://dx.doi.org/10.3389/fpsyg.2018.02755 |
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