[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-598622-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-598622-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","using-interteaching-to-enhance-student-engagement-and-learning","Using Interteaching to Enhance Student Engagement and Learning","","A research paper describing interteaching as a teaching method designed to strengthen student engagement and learning through structured peer discussion and active interaction between students and instructors. The work explains how interteaching adapts principles from Keller’s Personalized System of Instruction (PSI), addresses limitations of lecture-based teaching, and incorporates reciprocal peer tutoring and cooperative learning. It outlines method design, practical classroom implementation tips, and evaluates empirical advantages and drawbacks.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/using-interteaching-to-enhance-student-engagement-and-learning/598622/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/using-interteaching-to-enhance-student-engagement-and-learning/598622.png","ImageObject",300,407,{"name":42,"@type":43},"awa","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What problem does the paper say lecture-based teaching creates for students?","Question",{"text":62,"@type":63},"It reports that lecture alone can lead to student passivity, weaker retention, limited interaction with instructors, and slow feedback on understanding.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How does interteaching adapt concepts from PSI?",{"text":67,"@type":63},"It keeps PSI’s idea of dividing material into units and having students take initial responsibility, while changing pacing and emphasizing engagement through multiple exposures and peer discussion.",{"name":69,"@type":60,"acceptedAnswer":70},"What happens during the interteaching workflow in class?",{"text":71,"@type":63},"Students prepare by reading and answering questions in a guide, discuss in pairs while the instructor circulates, submit an interteaching report for feedback, and the instructor delivers a clarifying lecture at the start of the next class.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},598622,1792208666,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":30,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":101,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","14  \nUsing Interteaching to Enhance Student Engagement and Learning  \nAlan Scoboria, Fuschia M. Sirois, & Antonio Pascual-Leone  \nUniversity of Windsor  \nIn this paper, we describe our experience with a recently devised teaching method termed interteaching (Boyce & Hineline, 2002). This educational approach provides a rich rehearsal of material, and emphasizes student engagement, peer discussion, and student/instructor interaction. We describe the method, provide pragmatic tips for implementation in the classroom, review empirical evidence, and discuss advantages and disadvantages.  \nIntroducing Interteaching  \nThe less than adequate characteristics of tradition  \nal lecture-based educational methods are well established. Research indicates that lecture alone leads to student passivity, does little to promote retention of learned material, discourages interaction between students and instructors, and makes it difficult for instructors to obtain timely feedback about student understanding. Research on educational outcomes shows that effective teaching typically accomplishes the opposite: promotes student engagement, furthers long-term retention via rehearsal, increases interaction among students and instructors, results in useful feedback from students, and is generally enjoyed by students and instructors (McKeachie, 2002) .  \nInterteaching is an educational method developed by Boyce & Hineline (2002) to adapt Keller’s  \n(1968) Personalized System of Instruction (PSI) into a form more palatable to university course formats. Keller developed PSI to address what he perceived as undesirable characteristics of lecture-based teaching. To address these limitations, he applied operant conditioning principles in the university classroom. In PSI, course material is divided into units which are sequenced by order of difficulty. Students study one unit at a time until they demonstrate mastery of the material on an exam. Students, therefore, complete the units at their own pace. During a PSI course, optional lectures may be given, primarily to enhance student motivation. Proctors, typically graduates of the course, provide tutoring and mark assignments. The instructor’s primary roles are to structure the course, supervise proctors, and construct exams.  \nRather than articulating information to students via lecture, the instructor acts as a facilitator of learning.  \nResearch has generally supported the benefits of PSI. For example, Lloyd & Lloyd (1992) report that students instructed via PSI outperformed those taught using other methods (e.g., traditional lecture and computer-based instruction) on final exams. Despite such advantages, the use of PSI has decreased since its inception. Eyre (2007) describes several reasons for this trend. First, many instructors find PSI cumbersome in practice. Indeed, preparing courses, developing multiple tests, and training and supervising proctors can be timely. Second, teaching to mastery tends to lead to uniformly high grades. Third, the self-paced nature of PSI makes the provision of the course material to all students challenging, and is also associated with student procrastination. Finally, levels of interaction with students are low, and instructors often find the lack of social exchange unrewarding.  \nInterteaching resolves these difficulties by employing many of the key principles of PSI with several important revisions, and by working in the context of a common university course framework. Similar to PSI, responsibility for initial engagement with course material is transferred to students. Courses are segmented into units, and students study material on their own. The instructor designs the course to facilitate student engagement with material, and pays particular attention to links between readings, class discussion, and exam questions.  \nInterteaching differs from PSI in several important ways. Self-pacing is eliminated, and the goal of mastery is de-emphasized to encourage student engagement","cbCainthAWkSpHb0","https://ap.wps.com/l/cbCainthAWkSpHb0","pdf",123638,"English","# Introducing Interteaching\n## The less than adequate characteristics of tradition al lecture-based educational methods\n## Interteaching Methods\n## Course preparation","[{\"question\":\"What problem does the paper say lecture-based teaching creates for students?\",\"answer\":\"It reports that lecture alone can lead to student passivity, weaker retention, limited interaction with instructors, and slow feedback on understanding.\"},{\"question\":\"How does interteaching adapt concepts from PSI?\",\"answer\":\"It keeps PSI’s idea of dividing material into units and having students take initial responsibility, while changing pacing and emphasizing engagement through multiple exposures and peer discussion.\"},{\"question\":\"What happens during the interteaching workflow in class?\",\"answer\":\"Students prepare by reading and answering questions in a guide, discuss in pairs while the instructor circulates, submit an interteaching report for feedback, and the instructor delivers a clarifying lecture at the start of the next class.\"}]","Using Interteaching to Enhance Student Engagement and Learning | PDF",1792087268,15]