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

Autor/inn/en	Leary, Heather; Walker, Andrew; Shelton, Brett E.; Fitt, M. Harrison
Titel	Exploring the Relationships between Tutor Background, Tutor Training, and Student Learning: A Problem-Based Learning Meta-Analysis
Quelle	In: Interdisciplinary Journal of Problem-based Learning, 7 (2013) 1, S.40-66 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-5015
DOI	10.7771/1541-5015.1331
Schlagwörter	Tutor Training; Tutors; Teacher Characteristics; Teacher Background; Problem Based Learning; Meta Analysis; Literature Reviews; Achievement Gains; Expertise; Academic Achievement; Teaching Experience; Pedagogical Content Knowledge; Electronic Libraries; Journal Articles; Teaching Methods; Educational Practices + Suchen Sie Ihr Suchwort? Förderlehrer; Lehrender; Tutor; Problem-based learning; Problemorientiertes Lernen; Meta-analysis; Metaanalyse; Achievement gain; Leistungssteigerung; Expert appraisal; Schulleistung; Pädagogische Kompetenz; Digitale Bibliothek; Elektronische Bibliothek; Journal article; Zeitschriftenaufsatz; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01