Factors Affecting Small-Group Tutorial Learning: A Review of Research
By Dorothy H. Evensen, C. Hmelo, C. Hmelo‐Silver. 2000
238 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/aff63feb804881678d82640c2bf53943dc5df8f0
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- Maggie Hartnett
- Henk G. Schmidt
- Margaretha W. J. van de Wiel
- Martijn P. F. Berger
- Nick J. Broers
- T. Imbos
- Elaine H. J. Yew
- A. George
In Education
- Elaine H. J. Yew
- Maggie Hartnett
- Henk G. Schmidt
- Martijn P. F. Berger
- S. Mennin
- T. Imbos
- A. George
- Jon Dron
Citations in the corpus
- The effect of directive tutor guidance in problem-based learning of statistics on students’ perceptions and achievement (2009, background): “As a consequence the effectiveness of PBL is closely related to the quality of the problems (Albanese and Mitchel 1993; Schmidt and Moust 2000).”
- What students learn in problem-based learning: a process analysis (2012, background): “With increasing implementation of PBL in classrooms, there has been considerable research focusing on the effects of this approach at the curricular level (Schmidt and Moust 2000, Dochy, Segers, Van den Bossche and Gijbels 2003).”
- Small-Group Problem-Based Learning as a Complex Adaptive System. (2007, background): “It would be revealing if the structural equations model used by Schmidt and Moust (1995, 2000) to measure the strengths of the causal relations hypothesized between variables such as the amount of prior knowledge, quality of problems, tutor performance, group functioning, time spent on individual…”
- Problem-Based Learning: An Overview of its Process and Impact on Learning (2016, background): “Students are given the opportunities to problem-solve in a collaborative setting, create mental models for learning, and form self-directed learning habits through practice and reflection.(8,10,11) Hence, the underpinning philosophy of PBL is that learning can be considered a “constructive, self-dir”
- Examining motivation in online distance learning environments: Complex, multifaceted and situation-dependent (2011, background): “PBL is an instructional approach built around authentic, ill-structured problems that are complex in nature (Schmidt & Moust, 2000).”