Introduciendo la figura del estudiante-tutor en prácticas de ingeniería eléctrica y electrónica

Abstract

This paper compares how the practical teaching of technological subjects can be enriched by involving students in their own teaching tasks in two different degrees: electrical and electronic engineering. The experience consists in implementing tasks of tutoring laboratory practices, carried out by peers (students-tutors). Then, it was analyzed if this paradigm change increases the motivation and performance of both the tutor students and the student-tutors, while improving the skills of the global student body. These peer tutoring activities have been carried out in the practical laboratories of each of the degrees involved in this experience. In addition, qualitative evidences and assessments have been compiled by the students regarding the experience with students-tutors and with the teachers when the traditional method is used (where the teacher performs all the teaching tasks) and the experiences obtained have been compared with both methodologies. The obtained result indicates that the incorporation of this methodological innovation in both engineering, improves both the motivation and the performance of students, regardless of the type of degree evaluated.