New model for Physics tutorials and its effect on student performance at a distance university in Costa Rica
保存先:
| 著者: | , , |
|---|---|
| フォーマット: | artículo original |
| 状態: | Versión publicada |
| 出版日付: | 2018 |
| その他の書誌記述: | Student self-regulation, previous preparation of tutors and collaborative work are key factors in distance education. We tested a new tutoring design in the Physics for Science Teaching III course of the Distance State University of Costa Rica (UNED). A survey indicated that teachers must focus on student motivation; class environment -which influences student focus; and the fact that tutoring is a good tool for diagnostic and formative evaluation. Performance improved with the new model. We recommend strategies to improve self-assurance and performance in written tests, collaborative work and individual attention |
| 国: | Portal de Revistas UNED |
| 機関: | Universidad Estatal a Distancia |
| Repositorio: | Portal de Revistas UNED |
| 言語: | Español |
| OAI Identifier: | oai:revistas.investiga.uned.ac.cr:article/2155 |
| オンライン･アクセス: | https://revistas.uned.ac.cr/index.php/cuadernos/article/view/2155 |
| キーワード: | Tutoring distance education academic performance motivation Tutorías educación a distancia rendimiento académico tutores motivación |