Making non-interactive teaching a powerful lasting learning activity in inquiry learning: A matter of self-regulation?
Non-interactive teaching is a generative activity that has shown promise in fostering immediate learning in inquiry-based science education. However, its effectiveness for enhancing lasting learning remains limited. Within the DFG Research Group “Lasting Learning: Cognitive Mechanisms and effective instructional implementation (FOR 5254)” we focus on specific self-regulation deficiencies and investigate how distinct activities can improve the effective application of generative activities (i.e., non-interactive teaching) and their consolidation. Drawing on self-regulation frameworks on learning activities, we focus on three types of deficits: (1) availability: students may lack the strategic knowledge to generate high-quality explanations during non-interactive teaching; (2) production: students may possess the knowledge but fail to apply it due to low motivation (i.e., low perceived utility of non-interactive teaching); and (3) utilization: students may need successive practice to effectively consolidate strategic knowledge. We will conduct three experimental field studies in authentic classroom settings with secondary school students to disentangle these hypotheses. To address these issues, we implement three interventions: strategy instruction, utility-value intervention, and successive relearning – and test their effectiveness in a set of three experiments. Innovative methods such as eye-tracking and multimodal data analysis will be used to gain deeper insights into students’ cognitive and perceptual processes during non-interactive teaching. Additionally, we will conceptually replicate a study of the DFG research group to strengthen the generalizability of the obtained findings. The findings will contribute to enhancing instructional activities to foster lasting learning in science education.
Keywords: learning by explaining; drawing; retrieval practice; inquiry-based learning
Click here to see our team.
Preprints/Submitted
Russ, H., Endres, T., Sibley, L., Flegr, S., Kuhn, J., Hoogerheide, V., Scheiter, K., & Lachner, A. (2025). Happy or redundant? Retrieval practice enhances lasting learning in non-interactive teaching for low-quality explanations. PsyArXiv Preprint. https://doi.org/10.31234/osf.io/uh6v3_v2
2025
Lachner, A.*, Russ, H.*, Hübner, N., Sibley, L., & Scheiter, K. (2025). When does learning by non-interactive teaching work? A large-scale analysis of learner characteristics in a classroom setting. Educational Psychology Review, 37, Article 88. https://doi.org/10.1007/s10648-025-10060-0 (open access)
Russ, H. (2025).Toward Lasting Learning? Enhancing Non-Interactive Teaching in Inquiry-Based Authentic Science Lessons [Doctoral dissertation, University of Tübingen]. https://doi.org/10.15496/publikation-110630
Russ, H., Sibley, L., Flegr, S., Kuhn, J., Hoogerheide, V., Scheiter, K., & Lachner, A. (2026). Combining non-interactive teaching and drawing fosters conceptual knowledge but not monitoring accuracy from guided inquiry in science learning. Journal of Educational Psychology, 118(3), 345–367. https://doi.org/10.1037/edu0000971 (open access)
Russ, H., Sibley, L., Flegr, S., Kuhn, J., Hoogerheide, V., Scheiter, K., & Lachner, A. (2025). Does distributing non-interactive teaching contribute to learning? Students' academic self-concept and work ethic matter. Learning and Individual Differences, 120, 102687. https://doi.org/10.1016/j.lindif.2025.102687 (open access)
Sibley, L., Fabian, A., Plicht, C., Pagano, L., Erhard, N., Wellert, L., Bohl, T., & Lachner, A. (2025). Adaptive teaching with technology enhances lasting learning. Learning and Instruction, 99, 102141. https://doi.org/10.1016/j.learninstruc.2025.102141 (open access)
2024
Sibley, L., Russ, H., Ahmad, G., Baumgärtner, B., Bräutigam, D., Brümmer, S., Bussmann, H., Erb, N., Evans, L., Fischer, S., Gradl, L., Guddemi, R., Hauptmann, K.-B., Hieke, J., Hilsdorf, S., Högerle, F., Hoppe-Brixner, B., Jeong, W., Karl, S., … Lachner, A. (2024). Does technology-based non-interactive teaching enhance students’ learning in the classroom? Computers and Education Open, 7, 100233. https://doi.org/10.1016/j.caeo.2024.100233 (open access)
2022
Ebersbach, M., Lachner, A., Scheiter, K., & Richter, T. (2022). Using spacing to promote lasting learning in educational contexts: Promises and challenges. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie [German Journal of Developmental and Educational Psychology], 54(4), 151–163. https://doi.org/10.1026/0049-8637/a000259 (open access)
Jacob, L., Lachner, A., & Scheiter, K. (2022). Do school students’ academic self-concept and prior knowledge constrain the effectiveness of generating technology-mediated explanations? Computers & Education, 182, 104469. https://doi.org/10.1016/j.compedu.2022.104469
Omarchevska, Y., Lachner, A., Richter, J., & Scheiter, K. (2022). Do video modeling and metacognitive prompts improve self-regulated scientific inquiry? Educational Psychology Review, 34, 1025–1061. https://doi.org/10.1007/s10648-021-09652-3
Richter, T., Berger, R., Ebersbach, M., Eitel, A., Endres, T., Borromeo Ferri, R., Hänze, M., Lachner, A., Leutner, D., Lipowsky, F., Nemeth, L., Renkl, A., Roelle, J., Rummer R., Scheiter, K., Schweppe J., von Aufschnaiter, C., & Vorholzer, A. (2022). How to promote lasting learning in schools: Theoretical approaches and an agenda for research. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie [German Journal of Developmental Psychology and Educational Psychology], 54(4), 135–141. https://doi.org/10.1026/0049-8637/a000258 (open access)
Roelle, J., Schweppe J., Endres, T., Lachner, A., von Aufschnaiter, C., Renkl, A., Eitel, A., Leutner D., Rummer R., Scheiter, K., & Vorholzer, A. (2022). Combining retrieval practice and generative learning in educational contexts: Promises and challenges. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie [German Journal of Developmental and Educational Psychology], 54(4), 142–150. https://doi.org/10.1026/0049-8637/a000261 (open access)
Go to main page
