Non-interactive teaching was not generally more effective than restudy, but was more effective in humanities, upper secondary education, and when graded¶

Claim · All claims
Evidence · 1 study (2 entries) · theoretical r2–r3 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Across 20 teaching units (N = 191 students, within-participants design), non-interactive teaching was not generally more effective than restudy. → Lachner 2024 q2 i? Moderation analyses revealed non-interactive teaching was more effective in the humanities, in upper secondary education, and when it was graded as an external incentive. → Lachner 2024 (2)

Evidence¶

Lachner 2024¶

Lachner, A., Sibley, L., & Wagner, S. (2024). Practice Recommendations or Not? The LoGeT Model as Empirical Approach to Generate Localized, Generalized, and Transferable Evidence. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09876-z

q2 · i? · theoretical · r2

In the article's third example (Sibley, Russ et al., 2023b), ten design teams of in-service teachers and master's students developed 20 teaching units; students (N = 191) received different sequences of non-interactive teaching and restudy across two comparably difficult lessons in a within-participants design with five open-ended questions per unit.

"Overall, it could be demonstrated that non-interactive teaching was not generally more effective than restudy"

Lachner 2024 (2)¶

Lachner, A., Sibley, L., & Wagner, S. (2024). Practice Recommendations or Not? The LoGeT Model as Empirical Approach to Generate Localized, Generalized, and Transferable Evidence. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09876-z

q2 · i? · theoretical · r3

Moderation analyses in the same within-participants schooling study (N = 191) identified boundary conditions: the advantage of non-interactive teaching over restudy emerged "in the humanities as well as upper secondary education and when it was graded, as external incentive."

"However, additional moderation analyses revealed that non-interactive teaching was more effective in the humanities as well as upper secondary education and when it was graded, as external incentive."

Discussion¶

Related Claims¶

• Students' domain-specific self-concept moderates non-interactive teaching: low self-concept students profit, high self-concept students do not — related
• High levels of induced social presence during non-interactive teaching can impair learning relative to restudy (a double-edged sword) — related
• Prior knowledge moderates non-interactive teaching: low conceptual knowledge learners profit more, but very low-knowledge learners may not benefit at all — related
• Non-interactive teaching yields higher immediate scientific knowledge than restudy in secondary physics classrooms — reports the opposite