| Autor: |
Amaya Gil-Albarova, Arantzazu Martínez Odría, Andy Tunnicliffe, Jorge Miguel Moneo |
| Jazyk: |
English<br />Spanish; Castilian |
| Rok vydání: |
2013 |
| Předmět: |
|
| Zdroj: |
Red U, Vol 11, Iss 2, Pp 63-87 (2013) |
| Druh dokumentu: |
article |
| ISSN: |
1887-4592 |
| DOI: |
10.4995/redu.2013.5567 |
| Popis: |
With the creation of the European Higher Education Area (EHEA) universities have integrated their tutorial projects into their teaching and learning processes. The evaluation of the impact of these projects shows the need for their continued improvement so that they can become even more effective. After analyzing annually the results of tutoring activities in each of the six years since San Jorge University’s tutoring project was implemented, a descriptive research has been carried out which analyses the appraisal of various aspects of university tutoring activities from the point of view of San Jorge University’s undergraduate student. These aspects include the consideration of the university tutoring project as part of the learning process, the identification of needs that this project should cover, the most valued factors in a tutor and a number of proposals for improvement based on the experiences of other national and international universities. This paper presents a general descriptive analysis of the mentioned variables across the University. Results show that students consider professional development issues to be more important than both academic and personal development issues, close personal contact as the tutor’s most widely valued aspect and personal interview as the most effective form of communicating with tutors. In addition, most valued proposals for improvement have been the incorporation of final year students as tutors (peer-tutoring) and the possibility of maintaining the same tutor throughout the whole student’s stay at University. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
|
