Pixel International Conferences

The tutoring of end-of-degree projects presumes that the tutor or supervisor will have to be a support for the student in the realization of the same. However, it is presumed that the student must have skills of sufficient level to develop the work for himself, but is this true or do they still need tools to develop certain skills necessary for research? Besides, several obstacles that are common to most students have been detected, for example, what topic to choose, how to look for information, how cite other studies, what is the research question or main contribution, as well as others derived from the expression and communication of the project. Sometimes, tutor does not have an established protocol for tutoring, but it is based on his own experience. For all these reasons, in the last year we have implemented a tutoring guide that makes the student see their project as an achievement of steps to be overcome, achievable and clear objectives, and where both parties have the necessary tools to develop the research in an efficient way. This experience shows the usefulness of this guide from the perspective of the students.

Keywords: Tutoring, end-of-degree project, Guide, Tools.

References:

[1] J.F. Fondevila-Gascón, J.L. Olmo-Arriaga (2011). The end of degree project (edp): a model in the bologna scenario, iceri2011 proceedings, pp. 4687-4692.
[2] García‐Peñalvo, F. J., de Figuerola, C. G., Merlo, J. A., Llorens, F., Bayona, J. J., Gómez, J., Sanguino, F. (2010). The University of Alicante's institutional strategy to promote the open dissemination of knowledge. Online Information Review.
[3] Healey, M., Lannin, L., Stibbe, A., Derounian, J. (2013). Developing and enhancing undergraduate final-year projects and dissertations. York: Higher Education Academy.