|Further Examinations of Interteaching|
|Monday, May 29, 2017|
|8:00 AM–8:50 AM |
|Convention Center 406/407|
|Area: EDC/TBA; Domain: Applied Research|
|Chair: Chanella L Clark (University of Mississippi)|
|Discussant: Anita Li (Western Michigan University)|
|Abstract: Inter-teach is an arrangement for instruction developed by Boyce & Hineline (2002). Previous research has demonstrated that this method provides superior results compared to traditional lectures and/or self-reading (Saville, Zinn, Elliot, 2005; Saville, Zinn, Neef, Norman & Ferreri, 2006) This symposium includes further studies that extend the evaluation of the effectiveness of this method by examining changes to the components (group size) or to the delivery method (online course.)|
|Instruction Level: Basic|
Let's Discuss: Group Size, Performance and Enjoyability in an Interteaching Class
|ALEXANDRIA EMILY LEIDT (University of Mississippi), Karen Kate Kellum (University of Mississippi)|
In 2013, Saville and colleagues examined whether group size affected course performance in an interteaching based classroom, and found there was no significant difference in course performance between the different sizes of groups. In this replication and extension, we increased the larger interteaching group size from four to six, maintained the small group size at two, and included additional measures of social validity. The students rated their groups each class as a group and individually. Additionally, teaching assistants rated their perception of group effectiveness based on responses to end-of-class questions by individual students. The current study used an alternating treatments design to compared weekly test performance and discussion quality between the small and large interteaching groups. The weekly quiz scores do not show a difference between the two group sizes; however, clear preferences for group size emerged. This paper will discuss the findings and implications of the social validity data.
An Online Comparison of Quiz Performance Between Interteach and Lecture in a Graduate Experimental Analysis of Behavior Course
|ADAM THORNTON BREWER (Florida Institute of Technology), Marilin Colon (Florida Institute of Technology), Joshua K. Pritchard (Florida Institute of Technology), Yanerys Leon (Florida Institute of Technology)|
In this study, the researchers contrasted the impact of interteaching with a traditional lecture on quiz grades and social validity metrics. The participants were two sections of students in a hybrid graduate experimental analysis of behavior course. Using an alternating design between each type of instructional technology and a split approach in which the two instructors were yoked in content and instructional technology for the first half of the semester and then had opposing technologies for the second half. The data demonstrate that the two sections performed near-identically when yoked on technology, and the divergence in the second half suggest that at the least, Interteaching is equivalent to the traditional lecture and that students tend to prefer it. This study demonstrates that Interteaching can be done in a fully remote or hybrid setup (students in class and remotely joined).