Universidad Miguel Hernandez (SPAIN)
About this paper:
Appears in: EDULEARN12 Proceedings
Publication year: 2012
Pages: 4183-4185
ISBN: 978-84-695-3491-5
ISSN: 2340-1117
Conference name: 4th International Conference on Education and New Learning Technologies
Dates: 2-4 July, 2012
Location: Barcelona, Spain
Tutorial is a key role in the teaching-learning process. In Higher Education mentoring has been directed to give students individual attention. These coordinates of space-time dedicated exclusively to a student must be used to answer questions, clarify concepts, motivate students and provide supplemental material on issues that are of interest. However, in our teaching experience, we found that students do not make proper use of this time. It is quite common that a student does not ever go into the teacher's office hours for a tutoring even if they are in doubt. It is also common for students to attend in mass before the test dates so the quality of the individual mentoring diminish because of the lack of time.

In order to find strategies to capitalize on this time dedicated to mentoring our teaching team has carried out an experience with a group of practices of the subject of "Pharmaceutical Technology". In this work we have mentoring as a class session in which it has proposed a barrage of questions. The questions have been addressed to different students and they in turn have addressed to other students organizing a kind of game. The objective of this activity has been to make the review of the content of the subject in an enjoyable and fun way with the participation of all students.
Quetions tutorials.