First-year students do not attach great importance to the tutor's domain specific expertise, which may explain why staff tutors' extra expertise does not yield achievement advantages¶

Claim · All claims
Evidence · 1 study · causal r2 · q1
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Students acknowledged staff tutors have more domain specific expertise but noted it is not very important in the first year. → Catherine De Rijdt 2012

Evidence¶

Catherine De Rijdt 2012¶

Catherine De Rijdt, Janine van der Rijt, Filip Dochy, Cees van der Vleuten. (2012). Rigorously selected and well trained senior student tutors in problem based learning: student perceptions and study achievements. Instructional Science, 40, 397-411. https://doi.org/10.1007/s11251-011-9173-6

q1 · i? · causal · r2

Focus group finding coded under the domain specific expertise factor; students said staff tutors use more difficult terminology and are more aware of latest developments, yet this mattered little to them in year one.

"Nevertheless, respondents noted that in the first year domain specific expertise is not so very important."

Discussion¶

Related Claims¶

• Focus group data indicate student tutors show more cognitive congruency than staff tutors, explaining content more clearly and in student-friendly terms — related
• No achievement difference between staff- and peer-tutored groups in the first curriculum year — related
• In two secondary-school writing studies, peer reviewers' own performance predicted how helpful their feedback was but not how accurately it identified problems — related
• Students taught by rigorously selected and well trained student tutors show no significant achievement differences from students taught by staff tutors in first-year PBL courses — related