Cargando…

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...

Descripción completa

Detalles Bibliográficos
Autor principal: Kobayashi, Keiichi
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2019
Materias:
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
_version_ 1783388103779549184
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
work_keys_str_mv AT kobayashikeiichi interactivityapotentialdeterminantoflearningbypreparingtoteachandteaching