Expert versus Novice Tutors: Impacts on student outcomes in problem based learning
Abstract
Problem based learning (PBL) is well known for the large amount of literature in Medical Education (Savery & Duffy, 1995). An essential part of PBL is the role of the tutor. With inconsistencies in the definition of an effective tutor, a systematic review of the literature in all disciplines is necessary. Meta-analysis (Cooper & Hedges, 1994) was used to investigate both content expertise and facilitator training of PBL tutors as moderators of student learning outcomes.
Suggested Citation
Leary, H., Walker, A., Shelton, B. E., Fitt, M. H. (2009, October). Expert Versus Novice Tutors: Impacts on Student Outcomes in Problem Based Learning. Paper presentation at the Association for Educational Communications and Technology international convention, Louisville, KY.
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