Abstract
Interteaching is an innovative approach to teaching developed by Thomas Boyce and Philip Hineline (The Behaviour Analyst 25:215–226, 2002) that reconceptualises the standard university model of lectures and tutorials. This relatively new, evidence-based model uses guided, independent learning and reciprocal peer tutoring to enhance student engagement and learning. This new model shifts the focus from lectures to tutorials: lectures, rather than coming first, follow tutorials and focus on material identified by students as difficult. This chapter describes the implementation of interteaching in a second year psychology course, exploring the impact for both students and staff. We examine the effect of interteaching on students’ academic performance, engagement, perceptions of learning, and evaluations of the course. The impact for staff includes changes to workload and roles as well as perceptions of innovation as an opportunity for renewal. In addition, the chapter describes the way in which the model has been adapted with the integration of Web 2.0 learning technologies to enhance flexibility and access for students via podules, short podcasts of core content. Recommendations for implementation of the model are outlined.
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The research described in this chapter has been supported by a series of Learning and Teaching Investment Fund grants provided by RMIT University.
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Kienhuis, M., Chester, A. (2014). Interteaching: A Model to Enhance Student Engagement. In: Gosper, M., Ifenthaler, D. (eds) Curriculum Models for the 21st Century. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-7366-4_8
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