Tutor expertise in adult education

Tutor expertise in adult education, through the use of content and process experts, is important in the successful delivery of adult education. Each has a specific role and a particular set of attributes which they bring to the classroom. Content experts are those who are well acquainted with the subject. Either through years of practical experience or involvement with research, these individuals fully understand the topic they are discussing. On the other hand, the process expert is trained in the art of teaching. These individuals have a working knowledge of the subject for discussion but they will also have a concrete knowledge of facilitation and how to direct the student to assess their knowledge gaps and seek out answers on their own. Tutors may be totally content focused, totally process focused or some combination of the two, bringing with them prior personal and professional experience.

The work of Malcolm Knowles discusses which type of tutor is better suited to address the needs of adult learners. Knowles work assumes basic concepts about adult learners:

Gerald Grow developed the Staged Self Directed Learning Model (SSDLM) as a tool to assist teachers to help learners work toward more self-directed learning. Phillip Candy also studied ways to assist learners to be self-directed. Process experts would be guided by these educational theorists.

Research on the topic of content expertise has been done in the field of medical education. Traditionally, medical education was delivered in large lecture format by content experts. In the 1960s, Problem-based learning was first introduced at McMaster University in Ontario, Canada. Problem-based learning involves small groups working within a tutorial system. Students are encouraged to brainstorm within the group and generate questions based on the scenario they are working on. Problem-based learning fosters self-directed learning, with the teacher taking on a new role as a facilitator, using their expertise only subtly and sparingly. This style of learning is built on collaborative learning work theory. Students with a common interest are encouraged to reflect, share their thoughts with their peers and develop analytical thinking and communication skills during the process. The break from the true collaborative approach is in having an authority figure present.

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