Convergencia del aprendizaje dirigido y del aprendizaje autónomo en la evaluación final

Abstract

A learning experience carried out in the first course of Engineering Degrees at the University of Alcalá is presented. The objective is to mentor, reinforce and assist in the learning process of a subject that the student should study for an extraordinary call exam when the teaching of that subject has already finished. Students usually work alone in the preparation of this evaluation and it has been demonstrated that the academic scores are on average are worse than in the ordinary call, the latter one being closer to the teaching received. A working plan has been established with pseudo-weekly supervision of a group of 70 students. All of them were volunteers. The results show a correlation between participation in the supervised group and the highest grades achieved in the evaluation, grades of "B" and "A". The coexistence of two tendencies is suggested: on the one hand, the student more committed to the subject is more likely to enroll in the mentoring group, and on the other hand, the teacher's support contributes to improve the academic achivements.