Effects of collaborative versus individual preparation on learning by teaching
Effects of collaborative versus individual preparation on learning by teaching
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DOI：
10.1007/s11251-021-09561-6
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发表时间：
2021-10-02
影响因子：
2.5
通讯作者：
Kobayashi, Keiichi
中科院分区：
文献类型：
--
作者：
Kobayashi, Keiichi
关于教中学的研究大多集中在个体备课后的教学效果上。本研究探讨了合作备课(与单独备课)对边教边学的影响。日本本科生(n=96)在与伴侣合作学习教学材料后，或在伴侣在场的情况下单独学习后，提供视频教学解释或听取伴侣的教学解释。合作准备授课的参与者在视频中提供了更高质量的教学解释，并且比单独准备授课的参与者在教学中学到了更多的东西。录像讲解的质量显著预测了在教学中学习的结果。无论是合作准备还是个人准备，用视频讲解的人和听伴侣讲解的人在学习结果上都没有显著差异。这些结果表明，尽管提供和听取教学讲解的学习效果可能是相当的，但协作准备比个人准备更有利于通过教学进行学习。
Research on learning by teaching has mostly focused on the learning effects of teaching after preparing individually to teach. This study investigated the impact of preparing collaboratively (versus individually) to teach on learning by teaching. Japanese undergraduate students (n = 96) provided instructional explanations on video or listened to their partners' instructional explanations after they had studied learning material for teaching in collaboration with their partners or had done so individually in the presence of their partners. Participants who prepared collaboratively to teach provided higher-quality instructional explanations on video and learned better by teaching than those who prepared individually to teach. The quality of the videotaped explanations significantly predicted the outcomes of learning by teaching. Whether after collaborative or individual preparation, there were no significant differences in learning outcomes between those who explained on video and those who listened to their partners' explanations. These results suggest that although the learning effects of providing and listening to instructional explanations may be comparable, collaborative preparation is more beneficial to learning by teaching than individual preparation.