Expert Versus Novice Tutors: Impacts on Student Outcomes in Problem-Based Learning

Heather Leary; Andrew Walker; Melynda Harrison Fitt; Brett E. Shelton

Expert Versus Novice Tutors: Impacts on Student Outcomes in Problem-Based Learning

Heather Leary, Andrew Walker, Melynda Harrison Fitt, Brett E. Shelton

Utah State University

Research output: Contribution to journal › Article › peer-review

Abstract

The tutor is an essential part of problem based learning (PBL). However, tutor characteristics and role are inconsistent. Meta-analysis was used to investigate both the role and training of PBL tutors as moderators of student learning. Weighted effect sizes were calculated on student outcomes with a modest favorable overall effect size for PBL; a vote count shows favorable results as well. Results indicate a mixture of peers and instructors do best when compared to peers and instructors alone. Tutor training appears to make a difference by itself, but when considered with tutor background, tutor training does not appear to moderate student learning. A framework for study factors and recommendations for future work are provided.

Original language	American English
Journal	Instructional Technology and Learning Sciences Faculty Publications
State	Published - 1 Apr 2009
Externally published	Yes

Keywords

assessment level
problem-based learning
tutor
tutor background
tutor training

EGS Disciplines

Educational Assessment, Evaluation, and Research
Instructional Media Design

Access to Document

Expert Versus Novice Tutors Impacts on Student Outcomes in ProblFinal published version, 719 KBLicense: Unspecified

Cite this

@article{96897abf12884555a5f92b6497bbb1d5,

title = "Expert Versus Novice Tutors: Impacts on Student Outcomes in Problem-Based Learning",

abstract = " The tutor is an essential part of problem based learning (PBL). However, tutor characteristics and role are inconsistent. Meta-analysis was used to investigate both the role and training of PBL tutors as moderators of student learning. Weighted effect sizes were calculated on student outcomes with a modest favorable overall effect size for PBL; a vote count shows favorable results as well. Results indicate a mixture of peers and instructors do best when compared to peers and instructors alone. Tutor training appears to make a difference by itself, but when considered with tutor background, tutor training does not appear to moderate student learning. A framework for study factors and recommendations for future work are provided.",

keywords = "assessment level, problem-based learning, tutor, tutor background, tutor training",

author = "Heather Leary and Andrew Walker and Fitt, {Melynda Harrison} and Shelton, {Brett E.}",

note = "Leary, H. M., Walker, A. E., Fitt, M. H., Shelton, B. E. (2009, April). Expert Versus Novice Tutors: Impacts on Student Outcomes in Problem-Based Learning. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA.",

year = "2009",

month = apr,

day = "1",

language = "American English",

}

TY - JOUR

T1 - Expert Versus Novice Tutors: Impacts on Student Outcomes in Problem-Based Learning

AU - Leary, Heather

AU - Walker, Andrew

AU - Fitt, Melynda Harrison

AU - Shelton, Brett E.

N1 - Leary, H. M., Walker, A. E., Fitt, M. H., Shelton, B. E. (2009, April). Expert Versus Novice Tutors: Impacts on Student Outcomes in Problem-Based Learning. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA.

PY - 2009/4/1

Y1 - 2009/4/1

N2 - The tutor is an essential part of problem based learning (PBL). However, tutor characteristics and role are inconsistent. Meta-analysis was used to investigate both the role and training of PBL tutors as moderators of student learning. Weighted effect sizes were calculated on student outcomes with a modest favorable overall effect size for PBL; a vote count shows favorable results as well. Results indicate a mixture of peers and instructors do best when compared to peers and instructors alone. Tutor training appears to make a difference by itself, but when considered with tutor background, tutor training does not appear to moderate student learning. A framework for study factors and recommendations for future work are provided.

AB - The tutor is an essential part of problem based learning (PBL). However, tutor characteristics and role are inconsistent. Meta-analysis was used to investigate both the role and training of PBL tutors as moderators of student learning. Weighted effect sizes were calculated on student outcomes with a modest favorable overall effect size for PBL; a vote count shows favorable results as well. Results indicate a mixture of peers and instructors do best when compared to peers and instructors alone. Tutor training appears to make a difference by itself, but when considered with tutor background, tutor training does not appear to moderate student learning. A framework for study factors and recommendations for future work are provided.

KW - assessment level

KW - problem-based learning

KW - tutor

KW - tutor background

KW - tutor training

UR - https://digitalcommons.usu.edu/itls_facpub/6

M3 - Article

JO - Instructional Technology and Learning Sciences Faculty Publications

JF - Instructional Technology and Learning Sciences Faculty Publications

ER -

Expert Versus Novice Tutors: Impacts on Student Outcomes in Problem-Based Learning

Abstract

Keywords

EGS Disciplines

Access to Document

Other files and links

Fingerprint

Cite this