What Makes a Tutor Effective? A Structural Equations Modelling Approach to Learning in Problem-Based Curricula.

Autor/inn/en	Schmidt, Henk G.; Moust, Jos H. C.
Titel	What Makes a Tutor Effective? A Structural Equations Modelling Approach to Learning in Problem-Based Curricula.
Quelle	(1995), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Allied Health Occupations Education; Causal Models; College Faculty; College Students; Discussion (Teaching Technique); Educational Methods; Foreign Countries; Group Dynamics; Higher Education; Instructional Effectiveness; Interpersonal Competence; Problem Based Learning; Problem Solving; Structural Equation Models; Student Attitudes; Teacher Effectiveness; Teacher Student Relationship; Tutorial Programs; Tutors + Suchen Sie Ihr Suchwort? Schulleistung; Kausalanalyse; Fakultät; Collegestudent; Educational method; Erziehungsmethode; Ausland; Gruppendynamik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtserfolg; Interpersonale Kompetenz; Problem-based learning; Problemorientiertes Lernen; Problemlösen; Schülerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Teacher student relationships; Lehrer-Schüler-Beziehung; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Förderlehrer; Lehrender; Tutor
Abstract	This study tested a causal model of the influence of tutor behavior on student achievement and interest in the context of problem-based learning. Data were gathered from 524 tutorial groups involving students in the health sciences curriculum at the University of Limburg in the Netherlands during 1992-93. Correlations among the 261 tutors' social congruence, expertise use and cognitive congruence behaviors, and small-group functioning and students' self-study time, intrinsic interest in the subject matter, and level of achievement were analyzed using structural equations modelling. The study found that the tutors' level of expertise use and social congruence not only directly affected their level of cognitive congruence but also affected other elements of the model. The level of cognitive congruence influenced tutorial group functioning, which in turn affected student self-study time and intrinsic interest. The results suggest that subject-matter expertise, a commitment to the students' learning and their lives in a personal, authtentic way, and the ability to express oneself in the language used by the students are all determinants of learning in problem-based curricula. (Contains 14 references.) (MDM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC