Publisher
University of Tennessee at Chattanooga
Place of Publication
Chattanooga (Tenn.)
Abstract
It has been determined that there are many different ways to learn. Learning-by-teaching is a generative learning strategy and will be the main topic for the current research. The learning-by-teaching literature is very scattered in its approach. Some of the research has focused on showing the effect in a lab setting (e.g., Annis, 1983; Bargh & Schul, 1980; Fiorella & Mayer, 2013; Fiorella & Mayer, 2014; Hoogerheide et al., 2016; Hoogerheide et al., 2014; Herberg, Levin, & Saylor, 2012; Nestoiko, et al., 2014), while other research has focused on determining if teaching TAs using computer software can produce increased learning gains (Biswas et al., 2005; Chase et al., 2009; Okita & Schwartz, 2013), and others have taken it a step further to focus on finding learning-by-teaching in the workplace (Gregory et al., 2011; Lee et al., 2014, Tang et al., 2004). There are mixed results within the learning-by-teaching literature (Annis, 1983; Bargh & Schul, 1980; Hoogerheide et al., 2016; Herberg, Levin, & Saylor, 2012) . The goal of the present research will be to determine if isolating the learning-by-teaching method in the classroom can produce positive learning results. The participants for the current study will be students from the Fall 2019 Introduction to Industrial-Organizational Psychology class, at Middle Tennessee State University. Students will complete a homework assignment on both Taylor Russell tables and Training ROI. They will then have a test on this material. Students will then be randomly assigned to one of two conditions; Taylor Russell tables or Training ROI. Students will be given approximately three weeks to complete the homework assignment of creating a video of them teaching the material they were assigned. Approximately 5 weeks after the first exam students will then be given a second exam that will include questions on both Taylor Russel tables and Training ROI. The researchers anticipate that students will perform better on the test questions on the subject that they were required to teach. Students who create higher quality videos are likely to have higher learning gains on the topic they taught. Finally, the researchers anticipate that students who spend more time creating their videos will exhibit higher learning gains.
Date
October 2019
Subject
Industrial and organizational psychology
Document Type
posters
Language
English
Rights
http://rightsstatements.org/vocab/InC/1.0/
License
http://creativecommons.org/licenses/by/4.0/
Included in
Applying the Learning-by-Teaching Method in a Classroom Setting
It has been determined that there are many different ways to learn. Learning-by-teaching is a generative learning strategy and will be the main topic for the current research. The learning-by-teaching literature is very scattered in its approach. Some of the research has focused on showing the effect in a lab setting (e.g., Annis, 1983; Bargh & Schul, 1980; Fiorella & Mayer, 2013; Fiorella & Mayer, 2014; Hoogerheide et al., 2016; Hoogerheide et al., 2014; Herberg, Levin, & Saylor, 2012; Nestoiko, et al., 2014), while other research has focused on determining if teaching TAs using computer software can produce increased learning gains (Biswas et al., 2005; Chase et al., 2009; Okita & Schwartz, 2013), and others have taken it a step further to focus on finding learning-by-teaching in the workplace (Gregory et al., 2011; Lee et al., 2014, Tang et al., 2004). There are mixed results within the learning-by-teaching literature (Annis, 1983; Bargh & Schul, 1980; Hoogerheide et al., 2016; Herberg, Levin, & Saylor, 2012) . The goal of the present research will be to determine if isolating the learning-by-teaching method in the classroom can produce positive learning results. The participants for the current study will be students from the Fall 2019 Introduction to Industrial-Organizational Psychology class, at Middle Tennessee State University. Students will complete a homework assignment on both Taylor Russell tables and Training ROI. They will then have a test on this material. Students will then be randomly assigned to one of two conditions; Taylor Russell tables or Training ROI. Students will be given approximately three weeks to complete the homework assignment of creating a video of them teaching the material they were assigned. Approximately 5 weeks after the first exam students will then be given a second exam that will include questions on both Taylor Russel tables and Training ROI. The researchers anticipate that students will perform better on the test questions on the subject that they were required to teach. Students who create higher quality videos are likely to have higher learning gains on the topic they taught. Finally, the researchers anticipate that students who spend more time creating their videos will exhibit higher learning gains.
Department
University of Tennessee at Chattanooga. Dept. of Psychology