This study investigates the role of tutors in face-to-face as well as computer-mediated problem-based learning. This study examined whether or not a tutor should use his or her expertise in facilitating small group problem discussion practiced in classroom or in synchronous computer-mediated communication. In one experimental condition, the tutor acted as a moderator providing no information regarding the presented problem. In the second condition, the tutor contributed his expertise, corrected wrong statements, or answered directly to questions. Results suggest that learners assessed the setting more positively and achieved higher scores in a final test when the tutor imparted his knowledge. After the sessions, learners were asked how confident they feel regarding their status of knowledge in the learning domain. Results showed that they were more confident in the moderated condition. The outcomes suggest that intensive tutoring can help to overcome several problems in computer-mediated distance education
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