To Teach Better, Learn First

Research output: Contribution to Book/Report typesConference contributionpeer-review

Abstract (may include machine translation)

There has been little cross-fertilization between research on active learning and teaching, despite extensive conceptual similarities. The current study aims to bridge the gap by showing that engaging in active learning can influence subsequent teaching performance. In a one-dimensional boundary teaching task, participants who first took the role of an active learner went on to become better teachers than participants who did not. In order to disentangle the effect of active selection of samples from their information content, the performance of active learners was compared to that of yoked passive learners. While prior passive learning also significantly boosted teaching performance, it did so to a lesser extent. However, in paired comparisons, teachers with active learning experience did not differ significantly from their yoked-passive learning counterparts. Based on the current results we cannot argue for a teaching benefit specific to active learning as opposed to a more general improvement caused by experiencing the task from the learner's perspective. However, we suggest that this is a promising line of inquiry using more complex learning and teaching tasks.

Original languageEnglish
Title of host publicationProceedings of the 41st Annual Meeting of the Cognitive Science Society
Subtitle of host publicationCreativity + Cognition + Computation, CogSci 2019
PublisherThe Cognitive Science Society
Pages2864-2870
Number of pages7
ISBN (Electronic)0991196775, 9780991196777
StatePublished - 2019
Event41st Annual Meeting of the Cognitive Science Society: Creativity + Cognition + Computation, CogSci 2019 - Montreal, Canada
Duration: 24 Jul 201927 Jul 2019

Publication series

NameProceedings of the 41st Annual Meeting of the Cognitive Science Society: Creativity + Cognition + Computation, CogSci 2019

Conference

Conference41st Annual Meeting of the Cognitive Science Society: Creativity + Cognition + Computation, CogSci 2019
Country/TerritoryCanada
CityMontreal
Period24/07/1927/07/19

Keywords

  • active learning
  • evidence selection
  • teaching

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