Academic support through tutoring, guided learning, and learning diaries in the context of the COVID-19 pandemic: an experimental model for master’s students

Abstract

Introduction: Engaging students in co-planning their learning paths, peer cooperation, tutoring, and network building in an inclusive and project-based environment has been associated with higher academic and professional success. However, university teachers face challenges in offering guidance and academic supervision to optimize student learning, particularly in the context of online learning. This study aimed to investigate the effectiveness of adapting collaborative learning environments, peer tutoring, and academic supervision in the online learning space. Methods: An experimental design methodology was employed to investigate the impact of collaborative learning environments, peer tutoring, and academic supervision on student engagement, interest, and dedication to learning. Results: The findings showed direct positive effects on the level of engagement (VI; M = 23.18, SD = 5), higher interest and dedication to the learning process (DE: M = 26.93, SD = 3.21), and better concentration and enthusiasm while studying (AB, M = 24.83, SD = 8.52). Discussion: The results suggest that adapting to online learning by providing collaborative learning environments, peer tutoring, and academic supervision can enhance student engagement and motivation. Further research is needed to explore the long-term effects and scalability of these interventions in diverse educational contexts. © © 2024 Dumitru, Stan and Dumitru.

Keywords

Author Keywords

Higher education reflective practice Academic engagement Academic support learning diaries

Index Keywords

Author Affiliations

Department of Education, National University of Science and Technology POLITEHNICA Bucharest, Bucharest, Bucharest, Romania

Departament of Teacher's Training, National University of Science and Technology POLITEHNICA Bucharest, Bucharest, Bucharest, Romania

Funding & Acknowledgements

Grant: 1592-05-02-2021

The author(s) declare financial support was received for the research, authorship, and/or publication of this article. This research was funded by University of Pitești, within CIPCS – UPIT (Internal Competition for Scientific Research Projects), grant number 1592-05-02-2021.

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Academic support through tutoring, guided learning, and learning diaries in the context of the COVID-19 pandemic: an experimental model for master’s students

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