Students' domain-specific self-concept moderates non-interactive teaching: low self-concept students profit, high self-concept students do not¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? An interaction of self-concept and non-interactive teaching showed low self-concept students benefited relative to restudy while high self-concept students did not. → 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 · r2

The review's ability-beliefs section reports Jacob et al. (2020b), a study after a photosynthesis learning unit in which secondary students engaged in written/oral non-interactive teaching or restudy; no main effect of teaching was obtained, only the moderation. No effect size in this quote, so impact is null.

"Students with low levels of self-concept profited from non-interactive teaching as compared to restudy, while those with high self-concept did not."

Discussion¶

Learner Variables¶

• Academic Self-Concept — moderator: an instructional effect differs with it

Related Claims¶

• Prior knowledge moderates non-interactive teaching: low conceptual knowledge learners profit more, but very low-knowledge learners may not benefit at all — related
• Latent learner profiles did not moderate the effectiveness of the adaptive ITS — related
• High levels of induced social presence during non-interactive teaching can impair learning relative to restudy (a double-edged sword) — related
• Non-interactive teaching was not generally more effective than restudy, but was more effective in humanities, upper secondary education, and when graded — related