The role of the tutor

Moust, Jos C.

doi:10.1093/acprof:oso/9780199583447.003.0006

Cited by 9 publications

(9 citation statements)

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“…However, we did not aim to control all the variables or to test specific hypotheses. We collected and analysed qualitative and quantitative data to explore the different roles of a tutor as defined by Moust ().…”

Section: Methodsmentioning

confidence: 99%

“…Moust () listed as the main aims of PBL: (1) the acquisition of knowledge and insights by students concerning the domains in their field of study; (2) efficient and effective collaboration among students; and (3) the development of students as self‐directed learners (Figure ). Tutors are expected to facilitate the achievement of these aims, which gives them an important and active role in guiding students to develop frameworks for the construction of knowledge.…”

Section: Context and Rationalementioning

confidence: 99%

“…Tutors are expected to facilitate the achievement of these aims, which gives them an important and active role in guiding students to develop frameworks for the construction of knowledge. It is important for tutors to be able to facilitate the learning process (Chng, Yew, & Schmidt, ; Moust, ). In order to fulfil these aims tutors need to be equipped with knowledge and skills to coach the group process (ie, group dynamics), the learning process (ie, process instruction) and support acquisition of the course content (ie, pedagogical and content knowledge; Moust, ).…”

Section: Context and Rationalementioning

confidence: 99%

“…It is important for tutors to be able to facilitate the learning process (Chng, Yew, & Schmidt, ; Moust, ). In order to fulfil these aims tutors need to be equipped with knowledge and skills to coach the group process (ie, group dynamics), the learning process (ie, process instruction) and support acquisition of the course content (ie, pedagogical and content knowledge; Moust, ). For effective tutoring, the tutor needs “ general pedagogical knowledge” (see Figure ), which refers to understanding of the main teaching and learning processes that are to be promoted in a PBL environment.…”

Section: Context and Rationalementioning

confidence: 99%

“…They facilitate learning by asking questions and giving feedback. The role of the tutor is important (Moust, ).…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

The role of the e‐tutor in synchronous online problem‐based learning: A study in a Master Public Health Programme

Jong¹,

Verstegen²,

Könings³

2017

Brit J Educational Tech

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The aim of this study is to compare the role of the tutor in an online and a face-to-face problem-based learning (PBL) session to shed light on potential differences of the tutor role in both settings. In this practice-based study we compared the two groups with the same tutor undertaking the same module. Students completed questionnaires about tutor performance, student characteristics and the module. Marks on the end-of-module test were analysed. The tutor was interviewed about his expectations and experiences. One session of each group was recorded and analysed qualitatively. Results show tutor tasks appeared to be comparable in both settings with regard to "content and pedagogical content knowledge," "group dynamics," "process instruction" and "intermediary between faculty and students." The face-to-face group rated tutor performance lower than the online students. Students and tutor identified the absence of nonverbal cues as a limitation of online PBL. In online sessions the tutor additionally provided technical support and moderated the chat box. It is recommended to involve an extra person in online sessions who is responsible for technical issues. This person could also check the chat box for messages of students. Future research should focus on the necessity of an extra tutor training for online sessions.

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Section: Methodsmentioning

confidence: 99%

Section: Context and Rationalementioning

confidence: 99%