Graduation After Time and Peer Tutoring (original) (raw)
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Tutoring services are one of the variables which educational research investigates to counteract the educational failure of universities (Topping, 1996; Falchikov & Blythman, 2001; Da Re, 2017). An effective strategy, in order to counteract dropout and delay in achievement of a degree and to promote a positive continuation of studies, is to enhance the quality of the university tutoring services which could support students in their studies with personalized and interactive educational process, providing them with support both on the educational and emotional-motivational levels (Felice, 2005; Álvarez & González, 2008). This paper presents the results of longitudinal research developed at the Department of Education at the Roma Tre University. The research analyzed the academic careers of three cohorts of students (academic years: 2013, 2016 and 2017) with what are defined “Additional Educational Obligations” (OFA) because they had scored an insufficient grade in the admission test ...
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The paper aims at investigating what the fundamental characteristics of a trainee of the Courses of Studies in Education and Training Sciences of the University of Rome La Sapienza are, as identified by the company tutors who evaluate them during the traineeship. The aim is to understand whether trainees are trained to act in educational settings. The analysis of a particular item of the questionnaire addressed to the company tutors, has shown that the trainees in the educational field are well integrated in the institution where they do the treaineeship, thanks to the possession of “key skills” that we have deduced from the open responses of the tutors. These skills are also among those most requested ones by the world of work. We conclude that the traineeship is an important formative moment for the professions in the educational field and that it is possible to grasp the necessary link between theory and practice.
Italian Journal of Sociology of Education, 2017
The Spanish model of Tutoria Formativa de Carrera may be viewed as a useful strategy to improve student performance and prevent the drop-out phenomenon. In order to verify its adaptability to the Italian academic context, an experimental programme was carried out in three first-cycle degree courses in an Italian university: case studies were chosen according to their high drop-out and low performance rates. A year-long programme of tutoring, together with peer and service tutoring, was proposed to enrolled students, the main aims being to facilitate the transition between secondary school and university, to foster students' integration within the university context and their approach to university-level study, and to guide them towards conscious decisions about their personal and professional careers. By means the innovative approach based on primary prevention and student-centred perspective, substantial results were obtained, highlighting the educational dimension of tutoring,...
Proceedings. Frontiers in Education. 36th Annual Conference, 2006
After implementing the Bologna Process for seven years, it is quite clear that Spanish Universities still have to make a significant effort to meet the standards of quality set by the whole European Space of Higher Education. Such a process involves the implementation of teaching initiatives aimed at improving key quality education indicators, and particularly during the first year. Our cross-age peer tutoring program (PTEC) involved final year or postgraduate students, after receiving a specific training, tutoring freshmen students for about one hour and a half weekly throughout one semester, on basic issues like personal, positive academic habits, study skills, planning and time management, and so on. After implementing the program with Civil Engineering, Economics, Pharmacy, and Chemical Engineering departments and colleges, we have significant data to conclude that such interventions do have a psychopedagogical impact on some of the Spanish Education Secretary suggested indicators, such as GPA, performance rate, success rate and drop-out rate.
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The purposes of this study were, on one had, to determine the impact of a peer tutoring program on preventing academic failure and dropouts among first-year students (N = 100), from Civil Engineering, Economics, Pharmacy, and Chemical Engineering careers; while, on the other hand, to identify the potential benefits of such tutoring program on the cognitive and metacognitive learning strategies and social skills of student mentors in their last year of studies or already in a postgraduate program (N = 41) at the University of Granada (Spain). After building and selecting the measurement instruments necessary to gather demographic and academic relevant information on both samples, and assigning first-year students to either an experimental or control group, the intervention consisted of ten 90-min tutoring sessions during the first semester lead by student tutors who, in turn, had undergone four 3-h training sessions on tutoring contents like planning and time management, cognitive and metacognitive learning strategies, motivational strategies and the use of materials designed ad hoc for this program. The results show differences in favour of the treatment group on grade point average, performance rate, success rate and learning strategies and, also, statistically significant pre-post differences for the tutors on learning strategies and social skills.
Rio Revista Internacional De Organizaciones, 2014
Tutoring is a part of the university teaching-learning process and is a basic strategy for improving the student's academic success and professional goals. It is also in line with the policies of the European Union for improving the integration of lifelong guidance into lifelong learning strategies. This article reviews the process of implementing tutorial action plans in Catalan universities, with particular emphasis on the Universitat Rovira i Virgili. The training and functions of tutors, the recognition of the tutoring task and the tools available to tutors at the URV are described.
Tutoring and Mentoring at the University Level: Experiences in Padua and Burgos
Over recent years and in view of the Bologna Declaration, tutoring and mentoring have become ever more commonplace in the University context. Although tutoring is an age-old practice, it has only recently been introduced in different areas of human activity (educational, academic, business and professional). During the last decade, the Italian university has officially introduced tutoring - both normal and peer-implemented - services intending to assist students, to provide information, and to analyze the activities carried out during the precedent year's activities. The tutor is entrusted with the task of accompanying students who have decided to embark on an academic career, and in particular when they encounter difficulties. The Spanish University has proposed an "accessible system of support and guidance for enrolled students”. That contribution will be described here and then compared with two models of peer tutoring and mentoring implemented by the University of Padua and the Universidad de Burgos in order to reflect upon their features, dimensions and potential.
Pilot project for peer tutoring: a case study in a Portuguese university
Purpose – Tutoring or mentoring is a form of mutual and informal learning which has distant origins. This is a way of sharing knowledge and experience which has been proved to be extremely useful in educational settings, particularly where there is a peer that plays the role of tutor. Despite its informal characteristic, tutoring should be a structured process, with defined goals and clear roles for both: tutors and tutees, those who benefit from tutoring. The paper aims to discuss these issues. Design/methodology/approach – As this paper aims to explore a pilot project, it was used as a reflexive and practical methodology, in a case study, analyzing the number of participants attending the project as well as the contents of the training course. Findings – In this first project in a Portuguese university, 35 students attended as candidates to tutor, participating in the training course, showing interest in helping their colleagues. Originality/value – This proposal for a tutoring program in a public higher institution aims to train college students to help other colleagues, giving academic support, helping in the adaptation to academic context, promoting autonomy in learning, sharing effective strategies and helping in maintenance of positive interpersonal relationships. These aspects are very important to promote academic success in higher education.
Adult Students in Upper Secondary Education in Italy
Upper secondary education has been identified by different institutions as the minimum educational threshold in a knowledge society, a necessary requirement for citizens of all ages to respond to the social changes driven by global technological innovation. Figures from the Organization for Economic Cooperation and Development (OECD) unfortunately show that a large share of adult population in OECD countries still lack upper secondary qualifications. Italy appears in these statistics as one among the lowest ranking countries and provisions currently in place to bring adult citizens back to school still yield quite low numbers. This research aims at exploring the challenges to adult students' participation in upper secondary education in Italy examining the actual experience of a group of grown-up learners attending a public vocational school. The results of the inquiry are based on the analysis of semi-structured interviews framed in a qualitative research design. The study is grounded in a theoretical frame derived both from participation theories and from the capability approach. The main conclusion of the research is that successful participation and persistence in adult education require students’ expectations to be appropriately met by an attentive customized institutional support. To this respect, the research suggests recommendations in order to improve public information about provisions for grown-up students, to separate adult education from second chance teenage schooling and to customize adult learning through appropriate learning management tools.