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Tutoring is one of the methodological resources which has undoubtedly experienced a deepest evolution since the implantation of the European Higher Education Area (EHEA). Tutorial conception as a merely legal obligation to address students' doubts has given rise to the use of tutorials as one of the most useful methods to develop certain skills and competences, in addition to its contribution to the learning of the subject in which they are inserted. This paper analyzes, from the perspective of developed innovative teaching experiences, the evolution of traditional mentoring until the current use that can be made of them as an interactive forum of equals, and, moreover, suggesting a classification. Finally, this paper shows a new breakthrough in the role of tutoring supported on new technologies as a suitable means of contrasting opinions, encouraging critical thinking and building student's autonomous thought. [ABSTRACT FROM AUTHOR]

This paper presents a software tool designed to enhance the tutoring assistance in the context of the European Higher Education Area as a way to improve the service offered to students in their learning process. This tool, named Tutorial Action, allows to the students the online booking of face-to-face tutoring with their teachers, and allows to these teachers the management of tutoring schedules and registration of the issues addressed in each tutoring session. The research conducted in this work has aimed to determine the usefulness of the developed tool for the student attendance at tutoring. The sample analysed corresponds to grade students in Software Engineering Degree from the Technical University of Madrid. The instruments used in the research have included a questionnaire to know the opinion of the students who have composed the sample. The obtained results indicate a greater attendance at tutoring sessions in the students under study, and a positive perception of the designed tool used and the influence that these kinds of tools can have on the academic performance. These results suggest that the use of tools designed to facilitate student attendance at tutoring can contribute significantly to the student performance in their learning processes and the improvement of the service offered by the University. [ABSTRACT FROM AUTHOR]

This paper defines four modes of tutorials created ad hoc in order to develop a specific experience of Learning Project (APP), in the Bachelor of Advertising and Public Relations from the University of Girona. The project has been based on the development of a comprehensive communication campaign from an actual concrete custom client, in this case, the Dean of the Faculty of Tourism. The students have taken on the role of media agencies, teachers have taken the role of campaign managers, and they have corrected their work in the different areas of their campaigns: campaign advice, online communication, audiovisual creation, adverting. Finally, the client role was made by the Dean by acting as a real customer giving students a real and concrete order. The development of the project was made from a systematic and ongoing mentoring that has allowed a combinatorial tutorial, flexible enough to meet the challenge posed to students. Communication campaigns were submitted to a heterogeneous, with the presence of teachers, students and clients. The 4 types of tutorials presented in this new model of university teaching are: specific tutorials weekly, cross tutorial weekly, tutoring and mentoring rehearsal and evaluation tutorial. The result is a rigorous experience that simulates professional work globally serving specific interests and knowledge. We conclude the optimal implementation of this quadruple model of active tutoring in an APP experience. The mock pilot was conducted in 2011/2012 and the final execution took place this year 2012/2013. [ABSTRACT FROM AUTHOR]

This paper arises from the collaboration agreement between the General Secretariat of Universities (Ministry of Education) and the Pablo de Olavide University in Seville. It aims to discover opinions about the consistency between High School guidance, the welcome and assistance during University open days, and the ideal figure to provide students with diverse information. The project advocates the consolidation of tutorial action plans existing for pre-admission and First Grade students to university. We conclude that there is evidence of considerable student satisfaction regarding educational guidance received during the Upper Secondary Education and the positive assessment of university open days. However, guidance as to career choice is not as well regarded and University teaching staff is perceived as being best situated to offer quality information about academic and career opportunities. These considerations lead us to contemplate the need to continue and improve the inter-level coordination process and support this relationship in a pedagogical model of tutorial action. This model should be reflected in the implementation of a Tutorial Action System for each degree. [ABSTRACT FROM AUTHOR]

The School of Medicine of The University Walter Sisulu trains competent doctors to serve South Africa's rural communities with a view to improving the health conditions in historically impoverished areas. The admissions policy caters for students from schools where teaching materials are scarce, which is a challenge for both, students and tutors. In this paper we share experiences tutoring basic sciences medical students as well as explore the skills that these students value more in their tutors. Small tutorial groups are cooperative learning units where an educational environment encouraging students to learn may be developed. The problem challenges individual knowledge because it generates the need to improve it; this cognitive dimension of the process occurs in and as a result of students' interactions, which add a powerful social dimension to this learning approach. The tutor, with her/his actions, should ensure that the enthusiasm engendered by the problem is channeled into the search for its solution, the quality of which, depends on each individual's effort and responsibility to achieve this collective goal. The students rated important the skills that they regularly assess in their tutors, their favorites being those that facilitate the development of cognitive strategies favoring the quality of learning (horizontal and vertical integration). Tutor's skills regarding the collaborative component of the tutorial process were given less importance. [ABSTRACT FROM AUTHOR]

Since the beginning of this century, University has been experiencing a profound transformation. In this framework, the guidance and tutoring are a major issue in Higher Education. The modern Life designing conception highlights two fundamental factors: the commitment of the person in the construction of the life-project through systematic reflection and the need for professional support in different forms and contexts: a challenge for reflection and creative response of guidance and mentoring at universities. This is why innovations in tutoring are so numerous, promoted at universities either by teachers or by governance in order to achieve the implementation of guidance and tutoring systems, based on new technologies and scientific developments that respond to identified needs. This is generating an innovative dynamics and a structural renovation at universities, achieving a better Higher Education quality. Thus, the studies included in this paper constitute a mosaic of intervention practices in University. [ABSTRACT FROM AUTHOR]