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Full-Text Articles in Education
Expert Versus Novice Tutors: Impacts On Student Outcomes In Problem Based Learning, Heather Leary, Andrew Walker, Brett E. Shelton, M. Harrison Fitt
Expert Versus Novice Tutors: Impacts On Student Outcomes In Problem Based Learning, Heather Leary, Andrew Walker, Brett E. Shelton, M. Harrison Fitt
Heather Leary, Ph.D.
Problem based learning (PBL) is well known for the large amount of literature in Medical Education (Savery & Duffy, 1995). An essential part of PBL is the role of the tutor. With inconsistencies in the definition of an effective tutor, a systematic review of the literature in all disciplines is necessary. Meta-analysis (Cooper & Hedges, 1994) was used to investigate both content expertise and facilitator training of PBL tutors as moderators of student learning outcomes.
Implementing Change In Instructional Delivery Of Classroom Curriculum: A Phenomenological Case Study Of Classroom Teachers Implementing A Problem-Based Learning Approach In The Classroom, Maura Anne Hart
Open Access Dissertations
This qualitative research study examines the holistic experience of secondary classroom teachers who are changing their predominant instructional technique from a mostly traditional teaching method to a student-centered, problem-based approach to curriculum delivery. Using field notes, interviews, focus groups, observations of classrooms and faculty meetings and related document study in conjunction with, and as driven by, simultaneous analysis, the researcher inquired about the nature of implementing change in instructional delivery and those influences that both help and hinder the process. Data revealed four categories with related findings: practices of changing instructional delivery, a teacher focus on students, elements of working …
Expert Versus Novice Tutors: Impacts On Student Outcomes In Problem-Based Learning, Heather Leary, Andrew Walker, Melynda Harrison Fitt, Brett E. Shelton
Expert Versus Novice Tutors: Impacts On Student Outcomes In Problem-Based Learning, Heather Leary, Andrew Walker, Melynda Harrison Fitt, Brett E. Shelton
Instructional Technology and Learning Sciences Faculty Publications
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 …
Expert Versus Novice Tutors: Impacts On Student Outcomes In Problem-Based Learning, Heather Leary, Andrew Walker, M. Fitt, Brett Shelton
Expert Versus Novice Tutors: Impacts On Student Outcomes In Problem-Based Learning, Heather Leary, Andrew Walker, M. Fitt, Brett Shelton
Heather Leary, Ph.D.
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 …
A Problem Based Learning Meta Analysis: Differences Across Problem Types, Implementation Types, Disciplines, And Assessment Levels, Andrew Walker, Heather Leary
A Problem Based Learning Meta Analysis: Differences Across Problem Types, Implementation Types, Disciplines, And Assessment Levels, Andrew Walker, Heather Leary
Heather Leary, Ph.D.
Problem based learning (PBL) in its most current form originated in Medical Education but has since been used in a variety of disciplines (Savery & Duffy, 1995) at a variety of educational levels (Savery, 2006). Although recent meta analyses have been conducted (Dochy, Segers, Van den Bossche, & Gijbels, 2003; Gijbels, Dochy, Van den Bossche, & Segers, 2005) that attempted to go beyond medical education, they found only one study in economics and were unable to explain large portions of the variance across results. This work builds upon their efforts as a meta-analysis that crosses disciplines as well as categorizes …
Validity And Problem-Based Learning Research: A Review Of Instruments Used To Assess Intended Learning Outcomes, Brian R. Belland, Brian F. French, Peggy A. Ertmer
Validity And Problem-Based Learning Research: A Review Of Instruments Used To Assess Intended Learning Outcomes, Brian R. Belland, Brian F. French, Peggy A. Ertmer
Interdisciplinary Journal of Problem-Based Learning
Problem-based learning (PBL) spread from the medical school to other university and K-12 contexts due, in part, to the stated promise that PBL produces the target outcomes of deep content learning, increased problem-solving ability, and increased self-directed learning (Hmelo-Silver, 2004). However, research results have been unclear. This paper examines how the three target outcomes were measured in 33 empirical studies. Results indicate that few studies included (a) theoretical frameworks for the assessed variables/constructs, (b) rationales for how chosen assessments matched the constructs measured, or (c) other information required for readers to assess the validity of authors’ interpretations. Implications for future …