New model for Physics tutorials and its effect on student performance at a distance university in Costa Rica

New model for Physics tutorials and its effect on student performance at a distance university in Costa Rica

Authors

  • Diana Herrero Villareal Universidad Estatal a Distancia
  • Yency Calderón Badilla Universidad Estatal a Distancia
  • Carmen Andrés Jiménez Universidad Estatal a Distancia

DOI:

https://doi.org/10.22458/urj.v10i2.2155

Keywords:

Tutoring, distance education, academic performance, motivation

Abstract

Student self-regulation, previous preparation of tutors and collaborative work are key factors in distance education. We tested a new tutoring design in the Physics for Science Teaching III course of the Distance State University of Costa Rica (UNED). A survey indicated that teachers must focus on student motivation; class environment -which influences student focus; and the fact that tutoring is a good tool for diagnostic and formative evaluation. Performance improved with the new model. We recommend strategies to improve self-assurance and performance in written tests, collaborative work and individual attention

References

Alvarado, V., & Romero, R. (2007). La tutoría en la educación a distancia. Revista de Planeación y Evaluación Educativa, 38. Recuperado de https://www.researchgate.net/publication/278963520_Tutoria_en_educacion_a_distancia

Calderón, Y., Herrero, D., & Andrés, C. (2017). Fortalezas y debilidades de las tutorías en educación universitaria a distancia: resultados de talleres con tutores de ciencias exactas y naturales. UNED Research Journal, 9(1), 179-184.

Fasce, E. (2009). Evaluación formativa. Revista Educación Cienc Salud, 6(1), 8-9. Recuperado de http://www2.udec.cl/ofem/recs/anteriores/vol612009/esq61.pdf

García, D., Domínguez, A., & Spitcich, S. (2017). Trabajo colaborativo para el desarrollo de prácticas innovadoras en la enseñanza de la física universitaria con el uso de tecnologías. Revista de Enseñanza de la Física, 29(1), 7-23.

Jury, M., Smeding, A., Stephens, N., Nelson, J., Aelenei, C., & Darnon, C. (2017). The Experience of Low‐SES Students in Higher Education: Psychological Barriers to Success and Interventions to Reduce Social‐Class Inequality. Journal of Social Issues, 73(1), 23-41.

López, L (s.f). ¿Normalización de ruido en bibliotecas? Especialización en Ingeniería Ambiental Instituto Tecnológico de Ciudad Juarez. Recuperado de http://www.semac.org.mx/archivos/5-17.pdf

Maldonado, F., Bencomo, O., Franco, J., Santos, M., Subía, J., & Alarcón, L. V. (2017). La educación invertida. Un nuevo reto para la educación superior. Revista de la Facultad de Ciencias Médicas, 2017, 40-45

Pagano, C. (2007). Los tutores en la educación a distancia. Un aporte teórico RUSC. Universities and Knowledge Society Journal, 4 (2), 1-11. Recuperado de http://www.redalyc.org/pdf/780/78011231005.pdf

Rodríguez, N. (2014). El tutor frente a la educación a distancia: concepciones, funciones y estrategias tutoriales. Revista de Cooperación, 5, 2308-1953. Recuperado de http://www.revistadecooperacion.com/numero3/03-04.pdf

Stenlund, T., Eklöf, H., & Lyrén, P. E. (2017). Group differences in test-taking behaviour: An example from a high- stakes testing program. Assessment in Education: Principles, Policy & Practice, 24(1), 4-20.

Zelaya, J. (2007). Educación a Distancia: Una alternativa para los sistemas educativos. San José, Costa Rica: Colección IDER.

Downloads

Additional Files

Published

2018-09-21

How to Cite

Herrero Villareal, D., Calderón Badilla, Y., & Andrés Jiménez, C. (2018). New model for Physics tutorials and its effect on student performance at a distance university in Costa Rica. UNED Research Journal, 10(2), 241–246. https://doi.org/10.22458/urj.v10i2.2155

Issue

Vol. 10 No. 2 (2018)

Section

Articles

License

Note: This abstract contains an incorrect copyright due to technical issues. Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal

All journal contents are freely available through a CC BY 4.0 license.

CC BY 4.0 is a Creative Commons: you can copy, modify, distribute, and perform, even for commercial reasons, without asking permission, if you give appropriate credit.

Contents can be reproduced if the source and copyright are acknowledged according to the Open Access license CC BY 4.0. Self-storage in preprint servers and repositories is allowed for all versions. We encourage authors to publish raw data and data logs in public repositories and to include the links with all drafts so that reviewers and readers can consult them at any time.

The journal is financed by public funds via Universidad Estatal a Distancia and editorial independence and ethical compliance are guaranteed by the Board of Editors, UNED. We do not publish paid ads or receive funds from companies.