Abstract:

The process of convergence to the European Space of Higher Education provides an opportunity of innovation and improvement on the educational methodology. In particular, the introduction of the ECTS credit is conceived as a measure of the students’ academic effort, which includes not only attendance to lectures and other activities with the presence of teachers, but also the time devoted by students to their individual work. The latter comprises different activities, such as reading, studying, preparation of exams, homework, collective work, etc. This setting demands more effort on the teachers' part as well as new learning habits from the students, so that academic methods must now be mainly focussed on learning processes. According to the latter, more attention should be paid to the supervision of the students’ work and to the development of strategies to stimulate and guide their effort outside the classroom, which additionally allow them to make an objective assessment of their progresses. With this aim, tutorial sessions can be designed as a support for a more effective and efficient planning of the students’ independent work. In this communication, a description of such a methodology will be presented, which is specifically applied to a subject of Statistics.

Keywords:

education methodology, learning process, student s workload.