Un Modelo Innovador de Tutoría, Adaptado a las Necesidades Individuales del Estudiante

Abstract

It is a known fact to university professors, from their own experience, that the use students do of face-to-face tutoring –and even virtual– is of little importance or inexistent, in many cases. An elementary survey among the students has led us to identify several causes that may explain the low use of this academic resource, such as: the belief that it is not adapted to their particular needs, ignorance of their operation and utility, or just sloth, in many cases. The objective of the experience that is described here is the adaptation of the tutoring to the individual needs of each student in an individualized way, which have been previously identified through the use of the virtual campus of the University of Cadiz, supported by Moodle. For this, the methodology of the theoretical classes has been modified, finishing them with the identification of the concepts that the student has not fully understood, through a series of questions that have to be immediately answered by the students, through a survey in Moodle. Traditionally, this has been done with the use of clickers and software of specific purpose, with the costs that this entails. The second objective of the experiment was to show how Moodle can be used as an alternative to the clicker when it comes to covering information retrieval needs, but at zero cost. Once identified, the roles are reversed; it is the teacher who demands the presence of the student in the tutoring, in order to cover the gaps he has previously identified. The obtained results show that the model presented improves the final results of our students. The conclusions establish the viability of the proposed method for small groups, and propose the extension of the model to a scenario with multiple degrees, as future work.