http://repub.eur.nl/res/aut/63/ List of Publications en http://repub.eur.nl/static-eur/img/logo.png http://repub.eur.nl http://repub.eur.nl/res/pub/2682/ 1996-01-01T00:00:00Z http://repub.eur.nl/res/pub/2689/ 1995-01-01T00:00:00Z http://repub.eur.nl/res/pub/2694/ 1995-01-01T00:00:00Z http://repub.eur.nl/res/pub/2699/ 1994-07-01T00:00:00Z This study focused on students' observations of student and staff tutors' behavior during two academic courses, using a thirtynine-item rating scale. The study took place within an integrated problem-based law curriculum. Six major factors in tutors' behavior were identified. Differences between student and staff tutors' performance were investigated. The results showed that student tutors were better at understanding the nature of the problems students face in attempting to master the subject-matter. Student tutors were also more interested in students' daily lives, study experiences and personalities. In addition, student tutors referred to end-of-course examinations more frequently than staff tutors to direct student learning. Alternatively, staff tutors used their subject-matter expertise more often and displayed more authoritarian behavior than student tutors. No differences were found with respect to tutors' focus on cooperation among group members. The results are interpreted in terms of the nature of the knowledge and experiences of students and staff with regard to problem-based learning and its requirements. http://repub.eur.nl/res/pub/2700/ 1994-01-01T00:00:00Z A brief narrative description of the journal article, document, or resource. A study at the University of Maastricht (Netherlands) law school found that students (n=200) tutored by other students showed improved academic achievement as high as those (n=207) taught by staff tutors. Data were gathered from overall assessment of essay question responses and a more elaborate propositional analysis of a sample of responses. http://repub.eur.nl/res/pub/2710/ 1993-01-01T00:00:00Z Purpose. To investigate the effects of tutors' subject-matter expertise on students' levels of academic achievement and study effort in a problem-based health sciences curriculum. Also, to study differences in turors' behaviors and the influences of these differences on students' performances. Method. Data were analyzed from 336 staff-led tutorial groups involving student participants in seven four-year undergraduate programs at the University of Limburg Faculty of Health Sciences in 1989-90. Overall, 1,925 data records were studied, with each student participating in an average of 1.7 groups led by either content experts or non-experts. The basic analyses were of (1) students' achievement scores as a function of tutors' expertise levels and students' curriculum year; (2) students' estimates of self-study time as a function of tutors' expertise levels and students' curriculum year; and (3) the average ratings of the tutors' behaviors as a function of tutors' expertise levels. Statistical methods included analysis of variance and Pearson correlations. Results. The students guided by subject-matter experts were shown to spend more time on self-directed study, and they achieved somewhat better than did the students guided by non-expert tutors. The effect of subject-matter expertise on achievement was strongest in the first curriculum year, suggesting that novice students are more dependent on their tutors' expertise than are more advanced students. Also, the content-expert tutors made more extensive use of their subject-matter knowledge to guide students. However, in addition to the tutors' knowledge-related behaviors, the tutors' process-facilitation skills affected student achievement. Moreover, these two sets of behaviors were correlated, indicating that both are necessary conditions for effective tutoring. Conclusion. The results indicate that, at least for the curriculum studied, the assumption in the literature that tutors do not necessarily need content knowledge so long as they are skilled in the tutoring process is not entirely justified: the students who were guided by content experts achieved somewhat better and spent more time on self-directed learning. More important, tutoring skill and content knowledge seemed to be necessary and closely related conditions for effective tutoring. http://repub.eur.nl/res/pub/2779/ 1990-01-01T00:00:00Z http://repub.eur.nl/res/pub/2727/ 1989-01-01T00:00:00Z Two experiments assessed effects of activation of prior knowledge through small-group discussion. Subjects were given a description of natural phenomena and were asked to elaborate on possible explanations for them. In Experiment 1, small groups of subjects were presented with a problem describing the behavior of a blood cell in pure water and in a salt solution. No additional text was studied. The experimental subjects produced more than twice as many propositions about osmosis (i.e. the biological process explaining the blood cell's behavior) as a control group produced. Experiment 2 investigated effects of problem analysis on subsequent text processing for subjects with imprecise prior knowledge (novices) and subjects with precise knowledge (experts). Recall of the text showed considerable facilitative effects of problem analysis. Results are explained in terms of faster accessibility of prior knowledge and better integration of new information into explanatory models that may exist before, or are actively constructed during, problem analysis. http://repub.eur.nl/res/pub/2797/ 1987-01-01T00:00:00Z http://repub.eur.nl/res/pub/2800/ 1987-01-01T00:00:00Z http://repub.eur.nl/res/pub/2802/ 1986-01-01T00:00:00Z http://repub.eur.nl/res/pub/2750/ 1982-01-01T00:00:00Z http://repub.eur.nl/res/pub/2753/ 1982-01-01T00:00:00Z Maastrichtse medische studenten blijken alleszins tevreden met het onderwijs dat zij genieten. De mogelijkheid veelsoortige praktische ervaring op te doen is aan dat gunstige oordeel niet vreemd. H. G. Schmidt en J. H. C. Moust van de capaciteitsgroep Onderwijsontwikkeling en Onderwijsresearch aan de Rijksuniversiteit Limburg geven een aanvulling op eerder aan een conventionele medische faculteit verricht onderzoek naar de ervaringen van studenten.