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

Authors

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

Document Type

Conference Paper

Publication Date

4-2009

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.

Comments

Paper presented at the American Educational Research Association annual conference in April 2009 in San Diego California.

Recommended Citation

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.