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| Current Research on Interteaching in Higher Education |
| Sunday, May 26, 2019 |
| 3:00 PM–4:50 PM |
| Fairmont, Second Level, International Ballroom |
| Area: TBA/EDC; Domain: Applied Research |
| Chair: Catherine M. Gayman (Troy University) |
| Discussant: Philip N. Hineline (Temple University - Emeritus) |
| Abstract: Interteaching is a relatively new behavioral teaching method with a growing body of empirical evidence to support its efficacy. Over the past 15 years, over 30 empirical studies have been published examining the effectiveness of interteaching. However, more research is still needed to examine the influence of different interteaching components and the methods used for instructional delivery. The first presenter will introduce interteaching and describe results of a study which implemented interteaching in an online asynchronous format. The second presenter will share results of a classroom study which compared two different methods of implementing the prep guide and running the discussion components of interteaching. The third presenter will highlight the findings of a study which compared the effects of teacher-generated prep guides vs student-generated prep-guides. The final presenter will discuss results of a study comparing two different discussion formats in a graduate level course. Together, these four presentations illustrate current interteaching research and practice in higher education. |
| Instruction Level: Basic |
| Keyword(s): Higher Education, Interteaching, Pedagogy |
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| Making Interteaching Work in an Online Asynchronous Class Format |
| CATHERINE M. GAYMAN (Troy University), Frank Hammonds (Troy University), Kristen A. Rost (Troy University) |
| Abstract: The present study investigated the effectiveness of interteaching versus traditional lecture-based teaching in two nine-week online asynchronous classes. Participants were undergraduate students enrolled in one of two sections of a psychology of learning course (N = 62). The study used an alternating-treatments design, switching between interteaching and lecture-based teaching throughout the term. Type of instruction was counterbalanced across sections, so that material taught using interteaching in one section was taught using a standard lecture format in the other section. Results showed that weekly exam scores were significantly higher following interteaching compared to standard lecture-based teaching. Students also scored more points on the final exam on material that had been taught using interteaching, which suggests that interteaching improves long-term retention of information. Students reported learning more during interteaching and rated the overall quality of interteaching as significantly higher than standard lecture. Overall, the present findings showed that interteaching was more effective and preferred than standard lecture in an online asynchronous classroom, which suggests that the benefits of interteaching are not limited to traditional classroom environments. |
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| Varying the Prep Guide and Group Discussion in a Classroom Analysis of Interteaching |
| STEPHANIE JIMENEZ (University of Pittsburgh at Johnstown), Catherine M. Gayman (Troy University) |
| Abstract: Abstract: Interteaching is a strategy that shifts the emphasis from passive student learning to active engagement through the use of prep guides, small group discussions, clarifying lectures, and frequent testing. Several classroom studies have demonstrated that interteaching leads to better student comprehension and higher test scores. However, the specific strategy used in these studies vary slightly. The goal of the present study was to compare two different ways of implementing the prep guide to determine which method led to higher academic success. A group design was used in one undergraduate course over two semesters. One group experienced the standard interteaching method, where students completed the entire prep guide prior to class and engaged in one group discussion during class. The second group was divided in half and each was given half of the prep guide to complete. In class, the group discussion occurred in two rounds: first with a member that completed the same portion of the prep guide and then with members who completed the other portion of the prep guide. Those in the second group had exam scores that were consistently lower than those who experienced standard interteaching. Results from this study should allow for more effective implementation of interteaching. |
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Comparing Teacher-Created to Student-Created Preparation Guides in an Interteach Framework |
| BETHANY P. CONTRERAS YOUNG (Middle Tennessee State University ), Katie Johnson (University of Missouri-Columbia), Kristen Dovgan (Marist College, New York), SungWoo Kahng (Rutgers University) |
| Abstract: Interteaching is a behavior analytic instructional format that has been shown to be more effective, and more preferred, than traditional lecture formats (e.g., Saville et al., 2006). However, little is known regarding the relative effects of the individual components that make up interteach (i.e., preparation guides, in-class discussion, feedback form, clarifying lecture). In one study, Canella-Malone, Axe, and Parker (2009) investigated the preparation guide component and found that having the students create their own preparation guides is as effective as having the students complete teacher-created prep guides. However, the Canella-Malone et al. (2009) study was conducted with a small number of students (7) over a short duration (8 weeks). The purpose of the current study was to replicate and extend the Canella-Malone et al. study by comparing teacher-created prep guides to student-created within a larger sample of undergraduate students (n = 48) and across a full semester (15 weeks). We used an alternating treatments design to evaluate the relative effects of the two study guide types on daily quiz scores, and found that quiz scores were high overall and there was no different between the two study guide types. |
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What is the Role of Discussion During Interteaching?: A Comparison of Prep Guide Discussion and Concept Application on Student Performance and Preference |
| SHANE K. MIRAMONTEZ (University of Washington), Scott A. Spaulding (University of Washington) |
| Abstract: Interteaching is a behavioral teaching approach used in higher education that scaffolds multiple components to facilitate student learning, including prep guides, in-class discussion, records of interteach sessions, targeted lectures, and content quizzes or probes (Boyce & Hineline, 2002). A number of studies have shown an increase in student performance with interteaching as compared to more traditional instruction (Saville et al., 2006), and researchers have begun to explore the relative effect of individual components (Querol, Rosales, & Soldner, 2015; Spaulding & Gutierrez, 2018). The purpose of this study was to compare the effects of two types of discussion formats on the test scores of students in a behavioral assessment class in a master’s program in special education. Using an alternating treatments design, students were assigned to either a prep guide discussion or an application of concepts activity condition for the small group discussion portion of each class across eight, weekly sessions. Student satisfaction data were collected at the conclusion of the course. The results will show the differential effects of these two types of interteaching on student test scores and preference. These results may lead to continued refinement of interteaching components to improve delivery of instruction and outcomes for students. |
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