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Comparing Interteaching and Discussion Forums in an Asynchronous Online Classroom: A Replication

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Title: Comparing Interteaching and Discussion Forums in an Asynchronous Online Classroom: A Replication
Language: English
Authors: Sacha K. G. Shaw (ORCID 0009-0008-6613-7700), Jennifer L. Posey (ORCID 0000-0003-0554-152X), Thomas Zane (ORCID 0000-0001-5854-5837), Robert F. Putnam (ORCID 0000-0001-5143-2637), Alice Shillingsburg (ORCID 0000-0001-6537-2532), Mary Jane Weiss (ORCID 0000-0002-2836-3861)
Source: Journal of Applied Behavior Analysis. 2026 59(2).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 13
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Asynchronous Communication, Graduate Students, Discussion (Teaching Technique), Teaching Methods, Scores, Assignments, Tests, Online Courses, Electronic Learning
DOI: 10.1002/jaba.70060
ISSN: 0021-8855
1938-3703
Abstract: This study replicated Shaw et al. (2024) by comparing quiz and assignment scores in interteaching and discussion forum conditions using an alternating-treatments design. Five graduate students in an asynchronous course participated. Variations from Shaw et al. included (a) the inclusion or revision of interteaching components, (b) alternative measures of generality, and (c) social validity data. Participants scored higher on quizzes in the interteaching condition (M = 93%) than in the discussion forum condition (M = 72%). Mean quiz scores were analyzed using a paired-sample t test, which indicated statistically significant differences between the two conditions, t(24) = 5.80, p < 0.0001 (two-tailed), with a substantial effect size of partial η² = 0.58. Interteaching did not have a significant effect on project scores. Most participants (80%) favored interteaching. The discussion identifies multiple treatment interference as a potential limitation and explores the implications of the results for graduate coursework in applied behavior analysis.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1503453
Database: ERIC
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  Data: Wiley. Available from: John Wiley &amp; Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 10.1002/jaba.70060
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  Data: 0021-8855&lt;br /&gt;1938-3703
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  Label: Abstract
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  Data: This study replicated Shaw et al. (2024) by comparing quiz and assignment scores in interteaching and discussion forum conditions using an alternating-treatments design. Five graduate students in an asynchronous course participated. Variations from Shaw et al. included (a) the inclusion or revision of interteaching components, (b) alternative measures of generality, and (c) social validity data. Participants scored higher on quizzes in the interteaching condition (M = 93%) than in the discussion forum condition (M = 72%). Mean quiz scores were analyzed using a paired-sample t test, which indicated statistically significant differences between the two conditions, t(24) = 5.80, p &lt; 0.0001 (two-tailed), with a substantial effect size of partial η&#178; = 0.58. Interteaching did not have a significant effect on project scores. Most participants (80%) favored interteaching. The discussion identifies multiple treatment interference as a potential limitation and explores the implications of the results for graduate coursework in applied behavior analysis.
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  Data: 2026
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  Data: EJ1503453
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        Value: 10.1002/jaba.70060
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        PageCount: 13
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      – SubjectFull: Asynchronous Communication
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      – SubjectFull: Graduate Students
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      – SubjectFull: Discussion (Teaching Technique)
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      – SubjectFull: Online Courses
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