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Tutoring as a Tool for Academic Performance Improvement During the Covid-19 Pandemic: A Contribution to the Formative and Shared Evaluation in Ecuador

Tutoring as a Tool for Academic Performance Improvement During the Covid-19 Pandemic: A Contribution to the Formative and Shared Evaluation in Ecuador

Juan José Rocha Espinoza, Nadia L. Soria-Miranda
Copyright: © 2023 |Pages: 18
ISBN13: 9781668435373|ISBN10: 1668435373|ISBN13 Softcover: 9781668435380|EISBN13: 9781668435397
DOI: 10.4018/978-1-6684-3537-3.ch011
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MLA

Espinoza, Juan José Rocha, and Nadia L. Soria-Miranda. "Tutoring as a Tool for Academic Performance Improvement During the Covid-19 Pandemic: A Contribution to the Formative and Shared Evaluation in Ecuador." Formative and Shared Assessment to Promote Global University Learning, edited by José Sánchez-Santamaría, IGI Global, 2023, pp. 211-228. https://doi.org/10.4018/978-1-6684-3537-3.ch011

APA

Espinoza, J. J. & Soria-Miranda, N. L. (2023). Tutoring as a Tool for Academic Performance Improvement During the Covid-19 Pandemic: A Contribution to the Formative and Shared Evaluation in Ecuador. In J. Sánchez-Santamaría (Ed.), Formative and Shared Assessment to Promote Global University Learning (pp. 211-228). IGI Global. https://doi.org/10.4018/978-1-6684-3537-3.ch011

Chicago

Espinoza, Juan José Rocha, and Nadia L. Soria-Miranda. "Tutoring as a Tool for Academic Performance Improvement During the Covid-19 Pandemic: A Contribution to the Formative and Shared Evaluation in Ecuador." In Formative and Shared Assessment to Promote Global University Learning, edited by José Sánchez-Santamaría, 211-228. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-3537-3.ch011

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Abstract

The Covid-19 crisis not only had a global impact on the sanitary services, but also had economic and social repercussions, especially at the educational system; this last apex is to be dealt with in relation to the Ecuadorian higher education level reality. As it is so, this chapter's aim is to collect the tutoring experience as part of the shared and formative evaluation (F&SA) during the pandemic. For this process the phenomenological methodology of research was used, managing to consolidate teachers and university students focus groups, who made a contribution with derivate features from the university educational reality, coming to consider tutoring as a necessary tool to strengthen those weaknesses given during synchronous connections. In this way, it provides an evaluation that promotes participative training process, where favorable learning environments are generated.

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