Comparing interteaching and discussion forums in an asynchronous online classroom: A replication

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 < .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.