Abstract
Law education at the University of Limburg (Maastricht, The Netherlands) features small-group tutorials alternating with periods of independent study. Every group of 10 students was tutored by a staff member or an undergraduate student from the third or fourth year. Students guided by a staff member scored significantly higher on a test designed to measure higher order cognitive skills than students guided by a student tutor. Student tutors were rated no differently from staff tutors with respect to the way they stimulated learning processes, directed the discussion content and monitored the discussion process. It seems that in a quantitative way, staff tutors and student tutors behave more or less the same. Qualitatively, however, there may be differences in their behavior which the tutor functioning questionnaire is unable to tap. Interventions of staff tutors may be more to the point than those of student tutors due to the fact that they are experts in their fields.
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Moust, J.H.C., De Volder, M.L. & Nuy, H.J.P. Peer teaching and higher level cognitive learning outcomes in problem-based learning. High Educ 18, 737–742 (1989). https://doi.org/10.1007/BF00155664
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DOI: https://doi.org/10.1007/BF00155664