Preference for Student Activity over Teacher Guidance: Effects of Task-Related Knowledge and Learner or Instructor Roles

Abstract

During interactions within educational settings, individuals may find themselves in the position of a learner or an instructor. This study examined how individuals change their perceptions of task difficulty and their preferences for educational approaches oriented toward teacher guidance and student activity based on whether they possess task-related knowledge and whether they are in a learner or an instructor role. University students enrolled in teacher education programs were divided into four groups based on two variables: knowledge (with or without) and role (learner or instructor). Study 1 (N = 359) utilized a between-participants design, whereas Study 2 (N = 141) employed a mixed design, with role as a between-participants variable and knowledge as a within-participants variable. Participants with task-related knowledge perceived a mathematical problem to be less difficult and exhibited a stronger preference for student activity, and participants in the instructor role showed a stronger preference for student activity. These results suggest that individuals tend to distance themselves from teaching behaviors when they have task-related knowledge and are in an instructor position, thus highlighting the potential misalignment of preferences between learners who lack knowledge and more knowledgeable instructors.