Computers and Education Open (Dec 2024)
Does technology-based non-interactive teaching enhance students’ learning in the classroom?
- Leonie Sibley,
- Heike Russ,
- Ghazallah Ahmad,
- Benjamin Baumgärtner,
- Daniel Bräutigam,
- Sonja Brümmer,
- Hannah Bussmann,
- Nadja Erb,
- Leah Evans,
- Silke Fischer,
- Lucie Gradl,
- Rebecca Guddemi,
- Kathrin-Beatrice Hauptmann,
- Julian Hieke,
- Samantha Hilsdorf,
- Friedemann Högerle,
- Bärbel Hoppe-Brixner,
- Woomok Jeong,
- Susanne Karl,
- Sarah Lang,
- Matthias Loy,
- Erika Lunowa,
- Julia Maly,
- Gina Mongold,
- Simon Montscher,
- Timo Nattermann,
- Leah Neth,
- Fabian Pfeifer,
- Lidia Preißel,
- Birgit Rentschler,
- Anna Ringen,
- Sarah Colette Rogulj,
- Felix Salenbacher,
- Sarah Schäffler,
- Lou Schumm,
- Uwe Schumacher,
- Aline Schütz,
- Katja Thoma-Zangerle,
- Sabrina Weiß,
- Ann-Kristin Zimmermann,
- Andreas Lachner
Affiliations
- Leonie Sibley
- University of Tübingen, Germany; Zurich University of Teacher Education, Switzerland; Corresponding author at: Zurich University of Teacher Education (PH Zurich), Lagerstrasse 2, 8090, Zurich, Switzerland.
- Heike Russ
- University of Tübingen, Germany
- Ghazallah Ahmad
- University of Tübingen, Germany
- Benjamin Baumgärtner
- University of Tübingen, Germany
- Daniel Bräutigam
- University of Tübingen, Germany
- Sonja Brümmer
- University of Tübingen, Germany
- Hannah Bussmann
- University of Tübingen, Germany
- Nadja Erb
- University of Tübingen, Germany
- Leah Evans
- University of Tübingen, Germany
- Silke Fischer
- University of Tübingen, Germany
- Lucie Gradl
- University of Tübingen, Germany
- Rebecca Guddemi
- University of Tübingen, Germany
- Kathrin-Beatrice Hauptmann
- University of Tübingen, Germany
- Julian Hieke
- University of Tübingen, Germany
- Samantha Hilsdorf
- University of Tübingen, Germany
- Friedemann Högerle
- University of Tübingen, Germany
- Bärbel Hoppe-Brixner
- University of Tübingen, Germany
- Woomok Jeong
- University of Tübingen, Germany
- Susanne Karl
- University of Tübingen, Germany
- Sarah Lang
- University of Tübingen, Germany
- Matthias Loy
- University of Tübingen, Germany
- Erika Lunowa
- University of Tübingen, Germany
- Julia Maly
- University of Tübingen, Germany
- Gina Mongold
- University of Tübingen, Germany
- Simon Montscher
- University of Tübingen, Germany
- Timo Nattermann
- University of Tübingen, Germany
- Leah Neth
- University of Tübingen, Germany
- Fabian Pfeifer
- University of Tübingen, Germany
- Lidia Preißel
- University of Tübingen, Germany
- Birgit Rentschler
- University of Tübingen, Germany
- Anna Ringen
- University of Tübingen, Germany
- Sarah Colette Rogulj
- University of Tübingen, Germany
- Felix Salenbacher
- University of Tübingen, Germany
- Sarah Schäffler
- University of Tübingen, Germany
- Lou Schumm
- University of Tübingen, Germany
- Uwe Schumacher
- University of Tübingen, Germany
- Aline Schütz
- University of Tübingen, Germany
- Katja Thoma-Zangerle
- University of Tübingen, Germany
- Sabrina Weiß
- University of Tübingen, Germany
- Ann-Kristin Zimmermann
- University of Tübingen, Germany
- Andreas Lachner
- University of Tübingen, Germany
- Journal volume & issue
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Vol. 7
p. 100233
Abstract
The use of evidence-based practices can be regarded as the gold standard in technology-based learning and instruction. A steadily adopted educational practice is technology-mediated non-interactive teaching, in which students generate explanations of the previously learned contents to a fictitious audience by means of technologies (e.g., video, messenger). Although recent laboratory studies documented benefits of non-interactive teaching, field-oriented evidence is scarce. Research is needed to examine how laboratory evidence applies to authentic learning environments with school students and to determine whether these effects are generalizable to different authentic contexts. We applied a ManyClasses study to a) examine the generalizability of technology-based non-interactive teaching and b) explore context-related (domain, school type), demographical-related (age, gender, language), and implementation-related (grading, medium, timing) boundary conditions. In collaboration with teachers, we realized k = 20 different teaching units (each consisting of two lessons) in authentic settings across various school types and domains. Using a within-participants design, school students (N = 191) either taught the previously learned contents by means of technology to a fictitious peer or retrieved the contents in mind after the lesson. Results showed no main effect of non-interactive teaching; but domain and school type moderated the learning activity. The findings indicate that non-interactive teaching is not effective per se, but rather depends on the instructional contexts in which it is implemented. The investigation of the teaching effect with new approaches allows, for the first time, more generalizable conclusions to be drawn about non-interactive teaching with technology for students in authentic settings.
