The relative benefits of learning by teaching and teaching expectancy

By Logan Fiorella, Richard E. Mayer. 2013

291 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/a34d6e6106b04aced1cf80f0728afceebe1acf13

How researchers see this paper

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

In Artificial Intelligence

1. Fred Paas
2. Richard E. Mayer
3. Tamara van Gog
4. Logan Fiorella
5. Alexander Renkl
6. John Sweller
7. Vincent Hoogerheide
8. Aloysius Jia Lun Koh

In Developmental and Educational Psychology

1. Fred Paas
2. Tamara van Gog
3. Richard E. Mayer
4. Logan Fiorella
5. John Sweller
6. Alexander Renkl
7. Vincent Hoogerheide
8. J. V. van Merriënboer

In Experimental and Cognitive Psychology

1. Fred Paas
2. Richard E. Mayer
3. Tamara van Gog
4. Logan Fiorella
5. John Sweller
6. Alexander Renkl
7. J. V. van Merriënboer
8. Vincent Hoogerheide

Citations in the corpus

• Role of expectations and explanations in learning by teaching (2014, unknown): “Finally, the study by Fiorella and Mayer (2013) indicated that preparing to teach and actually teaching had similar benefits when learning was assessed on an immediate comprehension test; however, only those who both prepared to teach and actually taught the material experienced learning benefits af”
• 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.”
• Learning-by-teaching. Evidence and implications as a pedagogical mechanism (2017, background): “A recent study by Fiorella and Mayer (2013) argues that both situations promote learning, but prepare and produce explanations for others increase, in long-term, assessments.”
• Effects of Observing the Instructor Draw Diagrams on Learning from Multimedia Messages. (2016, methodology): “Computer-based materials consisted of three versions of a video-based lesson on how the Doppler effect works (adapted from Fiorella & Mayer, 2013): a control version, a point version, and a draw version.”
• 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).”
• The learning benefits of teaching: A retrieval practice hypothesis (2018, methodology): “This approach was identical to that adopted by Fiorella and Mayer (2013). (3)The analyses were carried out the same way as did Johnson and Mayer (2009). 2.”
• 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).”