Non-interactive teaching is more than a special case of retrieval practice, with generative processing and social presence linked to its effects¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The review concludes that the beneficial effects of non-interactive teaching cannot be explained by mere retrieval of information alone, since generative activities such as elaborations mediated learning effects. → Lachner 2022

Evidence¶

Lachner 2022¶

Lachner, A., Hoogerheide, V., van Gog, T., & Renkl, A. (2022). Learning-by-Teaching Without Audience Presence or Interaction: When and Why Does it Work? Educational Psychology Review. https://doi.org/10.1007/s10648-021-09643-4

q2 · i? · review · r3

The review's narrative synthesis of the included experimental studies, noting that studies analyzing explanation characteristics found "making elaborations mediated the effect of non-interactive teaching on students' learning" and that several studies found improved monitoring accuracy. No pooled effect size is reported, so impact is null.

"In summary, the available empirical evidence suggests that non-interactive teaching is more than just a specific case of retrieval practice. There is evidence for a link between generative processing and learning as well as between social presence and learning"

Discussion¶

Related Claims¶

• Learning By Teaching Improves Tutor Learning — related
• High levels of induced social presence during non-interactive teaching can impair learning relative to restudy (a double-edged sword) — related
• Constructive learning beats active and passive learning — a broader claim this one bears on
• Prompting learners to self-explain, one generative strategy, improves learning by a moderate average amount; other generative activities are not tested by the evidence recorded here — a broader claim this one bears on
• Example elaboration training is studied for decreasing cognitive interference and overload (per Stark, Mandl, Gruber, & Renkl) — related