Are tutor behaviors in problem-based learning stable? A generalizability study of social congruence, expertise and cognitive congruence

Abstract

The purpose of this study was to investigate the stability of three distinct tutor behaviors (1) use of subject-matter expertise, (2) social congruence and (3) cognitive congruence, in a problem-based learning (PBL) environment. The data comprised the input from 16,047 different students to a survey of 762 tutors administered in three consecutive semesters. Over the three semesters each tutor taught two of the same course and one different course. A generalizability study was conducted to determine whether the tutor behaviors were generalizable across the three measurement occasions. The results indicate that three semesters are sufficient to make generalizations about all three tutor behaviors. In addition the results show that individual differences between tutors account for the greatest differences in levels of expertise, social congruence and cognitive congruence. The study concludes that tutor behaviors are fairly consistent in PBL and somewhat impervious to change. Implications of these findings for tutor training are discussed.

A novel instrument of cognitive and social congruence within peer-assisted learning in medical training: construction of a questionnaire by factor analyses

“…Cognitive and social congruence between students and student tutors fosters a relaxed and pleasant learning environment and may result in a powerful peer-assisted learning experience [ 1 , 3 , 6 , 7 , 12 , 13 ]. Student tutors perceived as cognitively and socially congruent by students are considered empathic and supportive by sharing learning experiences and giving alternative proposed solutions [ 6 , 7 , 14 ]. Students, in turn, are encouraged by socially and cognitively congruent student tutors to actively participate in class, ask questions and give feedback [ 3 , 15 , 16 ].…”

Qualitative analysis of cognitive and social congruence in peer-assisted learning – The perspectives of medical students, student tutors and lecturers

“…The learning atmosphere is experienced as relaxed and pleasant by the students as well as student tutors when they are perceived as cognitively and socially congruent [ 12 – 14 ]. According to previous studies, students see their student tutors as cognitively and socially congruent when they share learning experiences or propose alternative solutions [ 1 , 5 , 15 ]. In turn, when tutors are perceived as cognitively and socially congruent students feel less anxious and dare to tell if they did not understand the topic [ 16 – 18 ].…”

Características do Tutor Efetivo em ABP – Uma Revisão de Literatura

“…O estudo evidenciou oito perfis de tutor, em um espectro que varia de fraco (com escores baixos nas quatro dimensões) a excelente (com altos escores nas quatro dimensões). Além disso, o estudo demonstrou que os diferentes estilos de tutoria se dividiam em grupos de tutores que se baseavam mais em seu conhecimento de conteúdos e em grupos do que em suas habilidades de estímulo ao processo de aprendizagem no grupo tutorial 39 , em estudo que analisa a estabilidade das características específicas de conhecimento, congruência cognitiva e congruência social de tutores em ABP ao longo de três semestres letivos, observaram que o mesmo tutor obteve escores similares nas avaliações dos alunos independentemente do momento avaliado 39 . Na análise de cada um dos domínios estudados, a maior variabilidade ocorreu no conhecimento.…”