Didactic tutoring services and Obligations for Additional Learning, an empirical exploratory research: the case of the Department of Educational Science at Roma Tre University
Abstract
The paper presents the results of an empirical exploratory research on tutoring services that deal with the recovery of Obligations Additional Learning by university students. Focusing the themes of individualization, the pedagogy of e-learning and of personalized feedback, the research wanted to help define the hallmarks of some teaching strategies that services can use to qualify their work and to improve students’ learning outcomes. The research was developed
in the Department of Educational Science (Roma Tre University). The data collected
shows that the active participation of students in that design encourages the development of key competencies for the pursuit of studies.
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