High levels of induced social presence during non-interactive teaching can impair learning relative to restudy (a double-edged sword)¶

Claim · All claims
Evidence · 1 study · review r2 · q2 · i2 medium
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i2 Teaching a remote real person via webcam (high social presence) impaired transfer performance relative to restudy, while teaching a fictitious person did not differ from restudy. → 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 · i2 · review · r2

Table 1 entry for Hoogerheide, Renkl, et al. (2020), Experiment 1 with university students teaching worked examples on electric circuits: restudy beat teaching a real remote student on transfer, d = 0.70, while fictitious-audience teaching equaled restudy. The review concludes "high levels of social presence impaired rather than contributed to learning."

"Transfer: restudy > non-interactive teaching to real student (d = 0.70); non-interactive teaching fictitious student = non-interactive teaching real student; non-interactive teaching fictitious student = restudy"

Discussion¶

Related Claims¶

• Non-interactive teaching is more than a special case of retrieval practice, with generative processing and social presence linked to its effects — related
• Prior knowledge moderates non-interactive teaching: low conceptual knowledge learners profit more, but very low-knowledge learners may not benefit at all — related
• Students' domain-specific self-concept moderates non-interactive teaching: low self-concept students profit, high self-concept students do not — related
• Eliciting confidence ratings impairs rule-based category learning compared to both no-rating and judgment-of-learning conditions on ambiguous transfer items — related
• The low- and high-coercion versions of NTool did not differ on perceived sociability or social presence — related
• Non-interactive teaching was not generally more effective than restudy, but was more effective in humanities, upper secondary education, and when graded — related