Background:

The role of the preparation or study guide in interteaching is relatively unexplored. One study demonstrated that having students create their own study guide was just as effective as completing a teacher-created study guide.

Objective:

The purpose of this study was to replicate and extend the methods of previous research to compare the effects of student-created to teacher-created study guides on student learning.

Method:

We compared the effects of teacher-created to student-created study guides on student quiz scores within the context of an interteaching framework using multi-element designs. We counterbalanced the order of study guide implementation for a total of 24 quizzes across two classes of 25 students each.

Results:

Quiz scores were high overall, and the most effective study guide type varied across class sections; student-created was more effective for Class 1 and teacher-created was more effective for Class 2.

Conclusion:

Interteaching resulted in high quiz scores (above 80%) overall, regardless of study guide type. There may be an interaction between discussion length, instructor, and study guide type that warrants further investigation.

Teaching Implications:

The results of this study suggest that instructors using the interteaching format can save time in preparing for their class by having the students create their own study guides while still promoting quality learning.

中文翻译：

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在跨教学框架内比较学生创建的指导和教师创建的学习指导

背景：

编写或学习指南在课堂教学中的作用尚未得到充分探讨。一项研究表明，让学生创建自己的学习指南与完成教师创建的学习指南一样有效。

目的：

本研究的目的是复制和扩展以前的研究方法，以比较学生创建的学习指导和教师创建的学习指导对学生学习的影响。

方法：

我们在使用多元素设计的跨语言教学框架下，比较了教师创建的教学指南和学生创建的学习指南对学生测验分数的影响。我们在两个班级（每班25名学生）中总共进行了24次测验，抵消了学习指南实施的顺序。

结果：

测验分数总体上较高，并且最有效的学习指南类型在各节中有所不同。学生创造的对班1更有效，教师创造的对班2更有效。

结论：

不论学习指南的类型如何，课间教学都使总体测验得分高（超过80％）。讨论时间，讲师和学习指南类型之间可能存在相互作用，需要进一步调查。

教学意义：

这项研究的结果表明，使用课间教学形式的教师可以通过让学生创建自己的学习指南，同时仍在促进高质量学习的同时，节省上课准备的时间。