Abstract:

The tutorials are part of the teaching assignment of the teaching staff at the university and a support service that is offered to students, so that they can voluntarily make use of it.

In reality we find that tutorials do not have any recognition in the ECTS credits of the subjects, since only a distinction is made between face-to-face or non-face-to-face work, and in face-to-face activities, only sometimes, in some subjects, is the group tutoring activity considered. In general, very little use is made of this activity by students, who are usually reluctant to attend tutorials to resolve their doubts. Sometimes at most they use virtual tutoring, through the Virtual Campus platform.

In the present study case, the analyzed subject is Analog Electronics, which belong to the degree in Sound and Image in Telecommunication Engineering at the University of Alicante (Spain). In this case, the truth is that when they attend for the first time and break that initial ice, the majority tend to repeat and show much more confidence when it comes to asking and resolving any of their doubts.

Experience shows that students who regularly use these tutorials pass the subject, and even with good grades.

In this work we analyze the relationship between evaluation and voluntary attendance at tutorials that was observed during several academic years, which encompass pre-pandemic, pandemic, and post-pandemic periods, each with its particular characteristics.

Keywords:

Face-to-face tutorials, virtual tutorials, evaluation, analog electronic.