Table 3 Charting the data from included studies to map alternative models for tutorials

Peer instruction

Peer group learning; peer-led working groups; learning through teaching (with reflective exercise); self-development groups; peer-tutoring/proctoring/mentoring/instruction (peer assessment included); collaborative peer learning; peer-assisted study session (PASS); guided reciprocal peer tutoring (RPT); inter-grade tutoring, youth tutoring youth, each one teach one

Arco-Tirado et al. (2019); Magin and Churches (1995); Collier (1980); Cortese (2005); Dancer et al. (2015); Dochy et al. (1999); Frankham (1998); Gibbs and Harland (1987); Goodlad et al. (1979); Havnes (2008); Jones and Andrews (2019); Kniveton (1992); Lueg et al. (2016); Magin (1982); Stefani (1994); Martin (1988); McConlogue (2015); Orsmond et al. (2013); Ryan et al. (2019); Saunders (1992); Squires (1983)

x

X

X

X

Simulations and games

Simulations and games (with support and linked to teaching objectives)

Barrett and Lally (2000); Corlett (1971); Curry and Moutinho (1992); Leemkuil and De Jong (2012); Lundy (1991); Lynn and Taylor (1993); Pittaway and Cope (2007); Simmons (2017)

X

x

x

–

Online collaborative learning

Discussion boards and chat-rooms (reduces tutoring needs); online group-based discussion (with virtual absence of tutor); computer-supported collaborative learning (CSCL); online co-creation (particularly for ill-structured problem solving like cases); web-mediated discussion

Dysthe (2002); Gibson et al. (2006); Light et al. (2000); McConnell (1994); Pee (2020)

X

X

X

–

Syndicates

Face-to-face discussions (can be applied to syndicates); case method with in-class discussions; syndicates

Collier (1980); Gibson et al. (2006); Jackson and Prosser (1989); Ryan et al. (2019); Tribe and Tribe (1987)

–

X

X

X

Flipped classrooms

MOOCs for lectures ‘lecture’ time to work on practical work and problems; flipped classroom (lecture online with tutorials in class); self-pacing (course resources are provided during the week and tutorial groups for cooperative work); self-instruction with mini-lecture and tutorials run by postgraduate students

Lopez and Elton (1980); Price and Walker (2019); Roach and Hammond (1976); Whitaker et al. (2016)

X

X

x

x

Communication systems

Group process support systems (GPSS) with cases; student response systems (SRS) and automated writing evaluation tools (AWE); classroom communication system (CCS) with discussions

Jones et al. (2006); Nicol and Boyle (2003); Ryan et al. (2019)

X

x

X

X

Tailored learning

Manager development module that tailors skill development to each student via self-directed learning (supported by resource guides and peer feedback with minimal involvement from lecturers/tutors)

Harrison (1975); Robertson (1987); Stansfield (1996)

x

X

x

–

Portfolios

Personal development profile (with or without syndicate groups and pastoral-type tutors) (reduces tutoring needs); reflective learning e-portfolios

Estienne (1991); Händel et al. (2020)

x

X

x

x