Providing explanations during a small-group discussion yields better recall of subsequently studied text one month later than only listening to the discussion¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Participants who explained during a relevant simulated discussion recalled more text propositions one month later than participants who only listened (r = 0.31). → Floris M. van Blankenstein 2011

Evidence¶

Floris M. van Blankenstein 2011¶

Floris M. van Blankenstein, Diana H. J. M. Dolmans, Cees P. M. van der Vleuten, Henk G. Schmidt. (2011). Which cognitive processes support learning during small-group discussion? The role of providing explanations and listening to others. Instructional Science 39, 189–204. https://doi.org/10.1007/s11251-009-9124-7

q3 · i2 · causal · r2

Randomized experiment with 70 Maastricht University students assigned to explanation (N = 24), listening (N = 24) or control (N = 22) conditions using a video-recorded simulated discussion. The planned contrast found explainers recalled more than listeners at one month, "t(67) = 2.22, p\ .05 (two-tailed), r = 0.31".

"In contrast, participants who had explained during the discussion 1 month before recalled more than the participants who had listened, t(67) = 2.22, p\ .05 (two-tailed), r = 0.31."

Discussion¶

Related Claims¶

• Problem-based tutorial discussion of a relevant problem before studying an expository text increases the number of accurate propositions recalled from that text — related
• Participating in a relevant group discussion, whether explaining or listening, raises immediate recall relative to an irrelevant discussion, but this advantage does not persist one month later — related
• Immediately after the discussion, participants who explained did not recall more than participants who only listened — related