Abstract:

The paper focus on the theme of peer learning with particular reference to the university context. Peer tutoring is an educational strategy that aims to activate mutual support between peers in order to promote an authentic and co-participated learning experience. In doing this it is necessary that the relationship is positive and that the "power" between the people involved is balanced; in other words, that participation is spontaneous (Chiari, 2021, p.9).

Orientation and tutoring is now a reality for Italian and international universities (Fabbris, 2009; Was et al., 2009). If initially said activity was intended to guide and inform incoming students, later the offer was extended to the entire university career and for heterogeneous needs (Zuccoli, 2020; Cunti, 2008; Lo Presti, 2010). In this perspective, students are not considered mere users, but "learning partners" who have the opportunity to engage themselves and others in a process of authentic and active involvement in their training path (Wentstone, 2012; Bryson, 2016; Dunne & Owen, 2013).

After having outlined the main characteristics of the tutoring activity, enhancing its socio-cognitive dimension and after having framed the phenomenon in the context of the Palermo university context, we propose the qualitative analysis of a single case study with explanatory purposes (Yin, 2009), as what stands out is the singularity of the person (Benvenuto, 2018). It was conducted during the A.Y. 2020/2021 by a Teaching Tutor.

It is argued that, by developing a holistic-systemic path that implements active training accompanying strategies, participatory paths and transversal skills can be developed that are useful for coping with a university path that is never more severely tested in this pandemic period. The path developed involved the use of an observation tool (checklist), compensatory tools, learning strategies that, combined with strategies for organizing the daily routine and managing anxiety and mnemonic methodologies, can develop not only the understanding of the subject itself, but also for the enhancement of the transversal skills of the tutee.
The tutoring activity developed has shown that significant and authentic development paths can be activated, not only based on the transfer of information and/or notions but aimed at achieving the holistic development of the person, participatory and co-built development.

The strategies implemented have allowed an improvement in various areas and with respect to the various objectives set.

Furthermore, with the persistence of the pandemic situation, some critical issues of a social and cultural nature have emerged with respect to the context of university learning (Passalacqua & Zuccoli, 2021, p. 189) which we have tried to deal with through a one-to-one relationship in which the socio-emotional sphere was found to be fundamental. In this dimension of social distance, peer-tutoring takes on greater importance in providing disinterested and all-round support so that the student can feel accompanied and supported in his/her university advancement path.

Keywords:

Peer-tutor, University, Peer Learning, Checklist, study case.