Work

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

Year: 2013

Type: article

Study designs: Systematic Review, Meta-Analysis

Abstract: Despite years of primary research on problem-based learning and literature reviews, no systematic effort has been made to analyze the relationship between tutor characteristics and student learning outcomes. In an effort to fill that gap the following meta-analysis coded 223 outcomes from 94 studies with small but positive gains for PBL students (g = 0.24). Specific sub-group analyses indicate randomly controlled designs may be more sensitive to differences that favor PBL students, even while there is no relationship between tutor content expertise and student learning. Perhaps surprisingly, student learning decreases as tutor experience increases. Limitations and future work are discussed within a context of scholarly and practical significance.

Source: Interdisciplinary Journal of Problem-based Learning

DOI: 10.7771/1541-5015.1331

Authors: Heather Leary, Andrew Walker, Brett E. Shelton, M. Harrison Fitt

Institutions: University of Colorado Boulder, Utah State University

Language: English

Topic: Problem and Project Based Learning

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: diamond

OpenAlex ID: W1992659100

FWCI: 38.72

Cites: 151

Cited by: 81

Related to: 10