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The Role of Teachers in Facilitating Situational Interest in an Active-Learning Classroom
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Rotgans, Jerome I.; Schmidt, Henk G. – Teaching and Teacher Education: An International Journal of Research and Studies, 2011
The study sought to explore whether interactional teacher characteristics such as social congruence, subject-matter expertise, and cognitive congruence increase situational interest in students. Correlational and path analyses were conducted on a sample of 498 polytechnic students to assess potential differences in situational interest based on…
Descriptors: Learner Engagement, Teacher Student Relationship, Teacher Role, Classroom Environment
Effects of Tutor-Related Behaviours on the Process of Problem-Based Learning
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Chng, Esther; Yew, Elaine H. J.; Schmidt, Henk G. – Advances in Health Sciences Education, 2011
Tutors in a Problem-Based Learning (PBL) curriculum are thought to play active roles in guiding students to develop frameworks for use in the construction of knowledge. This implies that both subject-matter expertise and the ability of tutors to facilitate the learning process must be important in helping students learn. This study examines the…
Descriptors: Problem Based Learning, Learning Processes, Teacher Behavior, Tutors
To What Extent Do Tutor-Related Behaviours Influence Student Learning in PBL?
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Chng, Esther; Yew, Elaine H. J.; Schmidt, Henk G. – Advances in Health Sciences Education, 2015
The purpose of this study was to investigate how tutor behaviours influence learning in problem-based learning (PBL). A previous study had indicated a significant influence of the tutor's social congruent behaviour on the PBL process and this study further investigates this finding by examining two groups of tutors displaying differences in…
Descriptors: Problem Based Learning, Tutors, Academic Achievement, Teacher Behavior
What Makes a Tutor Effective? A Structural Equations Modelling Approach to Learning in Problem-Based Curricula.
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Schmidt, Henk G.; Moust, Jos H. C. – 1995
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…
Descriptors: Academic Achievement, Allied Health Occupations Education, Causal Models, College Faculty
Processes That Shape Small-Group Tutorial Learning: A Review of Research.
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Schmidt, Henk G.; Moust, Jos H. C. – 1998
This paper examines research on students' learning in small tutorial groups, highlighting: (1) cognitive processes elicited by small group discussion and their effects on achievement; and (2) the influence of tutors on student learning. The studies examined problem based learning (PBL) in small groups in high schools and universities. Researchers…
Descriptors: Cognitive Processes, Discussion (Teaching Technique), Foreign Countries, Group Discussion