Abstract:

The aims of this paper are not only to define rigorously the contents of the tutorials in European and Anglo-Saxon systems of teaching, but also the intention of providing a framework of the meaning of tutoring in the Extremadura University. In this sense, the approaches are taken by both models including different points of views in order to communicate the students with a specific purpose: to improve student's education.

Comparing two models about the organization of tutorial planning we can firstly analyze the tutorial approach contributed by Lazaro (2004) which links several functions that are parts of the activity of tutoring, including: "bureaucratic function" ( achieving academic goals ) "academic function" (empathic teacher attention), "teaching function" (imparting a professional and personal assistance) and "function of personal counseling" (on issues more related to emotional and personal issues) can test the models used at the University of Extremadura and the Anglo-Saxon universities.

Secondly, to relate both models we have several studies in which the Anglo-Saxon model tutorials are discussed in depth. On one hand, Palfreyman (2001) studied this one from the perspective of tutors in relation to the quality student´s learning. On the other hand, Rose and Ziman (1964) explores the structure modeled by tutoring in the universities of Oxford and Cambridge focusing on the results of excellence that ensures quality learning.

In the case of Spanish universities, and especially in Extremadura University, the Universities Law 6/2001 of 21 December lays the bases to adapt the university system to the EHEA, producing a significant change in the tutorials. In this sense, the new scenario allows the tutoring system to address new challenges understanding tutorials as a quality criterion, and an opportunity for independent learning and time management according to the configuration of the ECTS credits, deeping in keys skills and employability of the students through a specific career guidance system (Montanero, 2006).

Based on his experience as a university professor in Oxford, Moore (1968) identifies the cardinal principles of the tutorial, tracking student cooperation between tutor and student and their vision of knowledge. Thus the individual nature of tutoring allows to each student to learn at their own pace the way to resolve questions that may ensue. Therefore, the Anglo-Saxon system tutorials focus on establishing a tutorial that will change depending on the assigned tutor, the importance given to student learning and training and preparation of the tutor is to guide the student in tutorials. This proven system illuminates the emerging system just born at the Extremadura University implements tutoring system helping students to train as professional and as person.

After comparing in our research the results provided for 200 students presented in this paper, we could say that the recent implementation of the tutorial system at Extremadura University has many shortcomings. In this sense, although it already includes some features of the tutorial as " bureaucratic", " academic" and "teachers", nothing is said about the role of “personal counseling”. In our opinion this part should be included in order to be an efficient system tutorial for the students.

Keywords:

Tutorials, Anglo-Saxon Universities, teaching, learning, students.