Author: Al-khatib T Publication Year: 2013
Summary: The objective of this study was to determine if tutor content or subject matter expertise have any negative effect on student collaborative learning in PBL curriculum.
Description: The debate regarding tutors’ subject matter expertise and its effect on students’ learning puzzled educators. PBL model-advocates were concerned that tutors, having subject matter expertise, would revert back to familiar lecturing habits and interfere with students’ collaborative learning. Others showed beneficial results reflected on learning and academic achievement. This controversy might be due to differences in defining subject matter expertise, methodological, or sample size issues.

In this paper a literature review Medline and Pub Med databases was carried out to conclude whether tutors expertise provided beneficial effect(s) on students’ learning.

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