Abstract
In the face of mass education, the need to seek individualized methods of students’ teaching-learning is increasing. That causes academic tutoring to become more and more popular in higher education all over the world. The article presents the theoretical background of tutoring, the results of research in that regard and the benefits of its practical application. Furthermore, the reality of higher education in Poland is presented here: the context and basic problems constituting the background for possibilities and limitations of application of academic tutoring in Polish conditions. The last part of the article includes examples of application of tutoring at Polish universities. Besides, some areas are indicated in which the use of tutoring may still be considered if the economic, social and cultural conditions in Poland are taken into account.
Highlights
Academic tutoring is more and more often applied in higher education all over the world (Ching & Chang-Chen, 2010; Flores, Simão, & Carrasco, 2012), which results, among others, from seeking university teaching methods alternative to mass education
The theoretical background of tutoring can be found in personal development theories, which indirectly indicate what can be achieved through tutoring, what benefits individuals have from experiential learning (Rogers, 1969), the deep approach in learning (Entwistle, 1997; Marton & Säljö, 1997), what assistance they can get from the tutor in their personal, ethical development (Perry, 1981), in developing self-regulatory processes in learning (Zimmerman, 2001, 2002) and to what extent the participation in tutoring supports individuals in the process of self-actualization (Maslow, 1954)
Recommendations presented in European and Relatively high hierarchization and rigidity of the Polish documents concerning the improvement of organizational structure of Polish higher education quality at universities, adjusting classes education system, which makes the application of to students’ individual needs and the requirements tutoring at universities more difficult
Summary
Academic tutoring is more and more often applied in higher education all over the world (Ching & Chang-Chen, 2010; Flores, Simão, & Carrasco, 2012), which results, among others, from seeking university teaching methods alternative to mass education. Tutoring develops the ability of self-study, time management and the pace of learning. It requires of students responsibility for their own learning, actions taken and their consequences (Alakija, 2005). Academic tutoring has strong theoretical background, which allows for the description, understanding and forecasting of the processes and problems occurring in it, which is important for the research taken and educational practice. The reality of higher education in Poland is presented: the context and basic problems as well as possibilities and limitations of application of academic tutoring in Polish conditions. Examples of application of tutoring at Polish universities are shown and some areas in which the use of tutoring may be considered if the economic, social and cultural conditions in Poland are taken into account
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