2016 » Papers » Volume 2 » E-Learning - Contributions For One Prompt And More Personalized Tutoring
|1. E-LEARNING - CONTRIBUTIONS FOR ONE PROMPT AND MORE PERSONALIZED TUTORING|
Volume 2 | DOI: 10.12753/2066-026X-16-149 | Pages: 416-425
This article describes an experience teaching and tutoring online course "Project courses and / b-Learning" and was aimed at two main moments.
At first moment we analysed and characterized the mentoring model formed by four tutors, reflecting on the advantages that this model provided in particular in relation to this aspect by which our model differs from traditional mentoring model made by a single tutor.
In the second phase, we try to detect and analyse what were the days of the week that students have accessed the course in general and each of the specific modules, find answers to questions such as the duration of the modules, gender, day of the week to start the sessions / classes because they are important dimensions of distance education planning
We seek to find patterns of behaviour trainees through the analysis of these records, which will allow us to move forward with a legislative proposal enhancer for more effective mentoring, faster and more personalized. The conclusions that this study allowed us to reach, given the sample used, (consisting of 31559 entries generated by 128 teachers of our polytechnic institute), show the following behavioural evidence: The highest number of total accesses to the course it was on Monday and Wednesday and the lowest number of accesses it was Sunday. The highest average accesses to the course it was on Monday and Wednesday and on Sunday it was the lowest number of accesses to the course.
As contribution this study allows us to make the following proposal: The Mondays and Wednesdays are the most favourable days for successful tutoring and Sundays are unfavourable to schedule tutoring - discourage schedules tutorials.
e-learning; b-learning; personalized tutoring; prompt tutoring