What makes a tutor effective? A structural-equations modeling approach to learning in problem-based curricula

Abstract

The results suggest that subject-matter expertise; a commitment to students' learning and their lives in a personal, authentic way; and the ability to express oneself in the language used by the student are all determinants of learning in problem-based curricula. The theory of the effective tutor, presented in this article, merges two different perspectives prevalent in the literature. One perspective emphasizes the personal qualities of the tutor: his or her ability to communicate with students in an informal way, coupled with an empathic attitude that enables the tutor to encourage student learning by creating an atmosphere in which open exchange of ideas is facilitated. The other stresses the tutor's subject-matter knowledge as a determinant of learning. The data presented in this article suggest that what is needed, really, is much of both.

Using Problem-based Learning to Explore Unseen Academic Potential

“…The first line of inquiry investigates whether students in PBL classrooms learn as much as students in classrooms with traditional instruction. This research has demonstrated children and young adults in PBL classrooms can learn at least as much as other students if the problems are carefully constructed around content objectives (Davis, Oh, Anderson, Gruppen, & Nairn, 1994;Gallagher & Stepien, 1996;Goodnough & Cashion, 2003), thoughtfully delivered (Schmidt & Moust, 1995;Van Berkel & Dolmans, 2006), and appropriately scaffolded (Belland, 2010;Gallagher, 2009a;Hmelo-Silver, 2004;Hmelo-Silver, Duncan, & Chin, 2007;Vardis & Ciccarelli, 2008).…”

“…The strongest and most consistent finding in this branch of research is that students in PBL classrooms find learning more motivating, engaging, and satisfying (e.g., Faessler, Hinterberger, Dahinden, & Wyss, 2006;Hmelo-Silver, 2004;Lieberman, Stroup-Benham, Peel, & Camp, 1997;MacKinnon, 1999;Maxwell, Bellisimo, & Mergendoller, 2001). The engagement students experience in PBL leads to achievement as evidenced in structural equation models where student engagement contributes both directly and indirectly to achievement (Van Berkel & Dolmans, 2006;Schmidt & Moust, 1995). At least part of this achievement seems to be the situational interest aroused by the problem itself.…”

Exploring the Relationships Between Tutor Background, Tutor Training, and Student Learning: A Problem-based Learning Meta-Analysis

“…A review of recommendations for optimal tutor characteristics within PBL literature is often confusing, with some recommendations being closely overlapped while others offer direct contradictions. For example, some researchers recommend that tutors be content experts or faculty with facilitation training (Barrows, 1996;Bochner et al, 2002;Gilkison, 2003;Schmidt & Moust, 1995;Schmidt, Van Der Arend, Moust, Kokx, & Boon, 1993;Schmidt et al, 1994). An early effort that characterizes the impacts of tutor expertise in relation to faculty direction of students (Albanese & Mitchell, 1993) found that expert tutors provide less engagement for student-directed discussion and learning (Davis, Nairn, Paine, Anderson, & Oh, 1992;Silver & Wilkerson, 1991) and were more likely to intervene in student-directed discussion (De Volder, 1982).…”

An exploration of tutors’ experiences of facilitating problem-based learning. Part 2—implications for the facilitation of problem based learning

“…Previous literature has identified that PBL tutors found knowing when to intervene in the PBL process to be problematic (Kaufman & Holmes 1996;Neville 1999). Schmidt (1990) discussed the need for the tutor to learn to tolerate silence, rather than intervening to fill in the gaps in the students' discussions. Wilkerson and Maxwell (1988) highlighted the need to remain silent for prolonged periods.…”