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.
Suggested 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.
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