An ‘interteaching’ informed approach to instructing large undergraduate classes
A novel approach to teaching large undergraduate courses using methods derived from ‘interteaching’ was investigated. Students in two large sections of undergraduate abnormal psychology received preparation guides, and took part in in-class discussion sessions during which instructors circulated to...
Main Authors: | , |
---|---|
Format: | Article |
Language: | English |
Published: |
Indiana University Office of Scholarly Publishing
2012-08-01
|
Series: | Journal of the Scholarship of Teaching and Learning |
Subjects: | |
Online Access: | https://scholarworks.iu.edu/journals/index.php/josotl/article/view/2140 |
id |
doaj-4335aa5260e04e5f9bb964451fd329f7 |
---|---|
record_format |
Article |
spelling |
doaj-4335aa5260e04e5f9bb964451fd329f72020-11-25T01:29:06ZengIndiana University Office of Scholarly PublishingJournal of the Scholarship of Teaching and Learning1527-93162012-08-0193An ‘interteaching’ informed approach to instructing large undergraduate classesAlan Scoboria0Antonio Pascual-Leone1University of WindsorUniversity of Windsor A novel approach to teaching large undergraduate courses using methods derived from ‘interteaching’ was investigated. Students in two large sections of undergraduate abnormal psychology received preparation guides, and took part in in-class discussion sessions during which instructors circulated to answer questions. Following discussion, students completed interteaching reports, based upon which instructors prepared clarifying lectures. Regression analyses revealed significant positive associations between attendance at discussion sessions and course performance, after controlling for academic average and student motivation. Performance for writing assignments involving critical and analytical thinking was significantly higher than in prior offerings of the course. A majority of students expressed a preference for the instructional methods. This instructional approach thus facilitated effective learning and may be more effective than traditional lecture based practices. https://scholarworks.iu.edu/journals/index.php/josotl/article/view/2140interteachingcollege instructionlarge course instructionteaching methodologystudent engagementactive learning |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Alan Scoboria Antonio Pascual-Leone |
spellingShingle |
Alan Scoboria Antonio Pascual-Leone An ‘interteaching’ informed approach to instructing large undergraduate classes Journal of the Scholarship of Teaching and Learning interteaching college instruction large course instruction teaching methodology student engagement active learning |
author_facet |
Alan Scoboria Antonio Pascual-Leone |
author_sort |
Alan Scoboria |
title |
An ‘interteaching’ informed approach to instructing large undergraduate classes |
title_short |
An ‘interteaching’ informed approach to instructing large undergraduate classes |
title_full |
An ‘interteaching’ informed approach to instructing large undergraduate classes |
title_fullStr |
An ‘interteaching’ informed approach to instructing large undergraduate classes |
title_full_unstemmed |
An ‘interteaching’ informed approach to instructing large undergraduate classes |
title_sort |
‘interteaching’ informed approach to instructing large undergraduate classes |
publisher |
Indiana University Office of Scholarly Publishing |
series |
Journal of the Scholarship of Teaching and Learning |
issn |
1527-9316 |
publishDate |
2012-08-01 |
description |
A novel approach to teaching large undergraduate courses using methods derived from ‘interteaching’ was investigated. Students in two large sections of undergraduate abnormal psychology received preparation guides, and took part in in-class discussion sessions during which instructors circulated to answer questions. Following discussion, students completed interteaching reports, based upon which instructors prepared clarifying lectures. Regression analyses revealed significant positive associations between attendance at discussion sessions and course performance, after controlling for academic average and student motivation. Performance for writing assignments involving critical and analytical thinking was significantly higher than in prior offerings of the course. A majority of students expressed a preference for the instructional methods. This instructional approach thus facilitated effective learning and may be more effective than traditional lecture based practices.
|
topic |
interteaching college instruction large course instruction teaching methodology student engagement active learning |
url |
https://scholarworks.iu.edu/journals/index.php/josotl/article/view/2140 |
work_keys_str_mv |
AT alanscoboria aninterteachinginformedapproachtoinstructinglargeundergraduateclasses AT antoniopascualleone aninterteachinginformedapproachtoinstructinglargeundergraduateclasses AT alanscoboria interteachinginformedapproachtoinstructinglargeundergraduateclasses AT antoniopascualleone interteachinginformedapproachtoinstructinglargeundergraduateclasses |
_version_ |
1725098672635510784 |