Role of expectations and explanations in learning by teaching

By Logan Fiorella, Richard E. Mayer. 2014

176 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/97e78df7911ddc257cefd83425a8947d68c9046e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Enhancing Example-Based Learning: Teaching on Video Increases Arousal and Improves Problem-Solving Performance (2019, background): “For instance, Fiorella and Mayer (2013, 2014) provided university students with a text on the Doppler effect.”
Flipped Classrooms: a Review of Key Ideas and Recommendations for Practice (2016, background): “For example, Fiorella and Mayer (2014) had participants study information on the Doppler Effect, either with the expectation of a subsequent test or the expectation of teaching that material.”
Eight Ways to Promote Generative Learning (2016, methodology): “Generally, research suggests that teaching can be an effective way to learn (Roscoe and Chi 2007); however, fewer studies have systematically isolated the effects of student teaching on learning (e.g., Annis 1983; Coleman et al. 1997; Fiorella and Mayer 2013, 2014; Roscoe and Chi 2008).”
It’s All a Matter of Perspective: Viewing First-Person Video Modeling Examples Promotes Learning of an Assembly Task (2017, unknown): “…2014) and peer tutoring (Roscoe & Chi, 2007)—that explaining to fictitious, nonpresent others on video camera improves learning, as evidenced by later test performance (Fiorella & Mayer, 2013, 2014; Hoogerheide, Loyens, & van Gog, 2014; Hoogerheide, Deijkers, Loyens, Heijltjes, & van Gog, 2016).”
The learning benefits of teaching: A retrieval practice hypothesis (2018, background): “Furthermore, studies (Fiorella & Mayer, 2013, 2014) have shown that the act of teaching led to significantly better learning—retention of knowledge—as compared with preparing to teach but without actually teaching.”
Investigating users' perspectives on e-learning: An integration of TAM and IS success model (2015, background): “Fiorella and Mayer (2014) indicated that those who actually taught the material by explaining the material to others, outperformed those who did not teach; though, this effect was strongest for those who were prepared to teach.”