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Author: search.filters.author.Daura, Florencia TeresitaLanguage: search.filters.language.UNKNOWN KEY spa

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    La tutoría universitaria entre Latinoamérica y Europa : el caso de la Universidad Austral (Argentina) y el de la Universidad de Estudios de Palermo (Italia)
    (Universidad Panamericana, Escuela de Pedagogía, 2021-01-02)
    Di Vita, Alessandro
    ;
    Daura, Florencia Teresita
    ;
    Montserrat, María Inés
    ;
    Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
    The international directives formulated for the construction of a European and Latin American Higher Education Area highlight an educational model destined to actively engage university students in tutoring services and make them autonomous in learning processes. In this article, a bilateral view of university tutoring is provided by applying a top-down-descriptive-linear methodology: this issue is approached firstly by contextualizing it in Latin America and secondly in Argentina, ending with a particular focus on the Austral University of Buenos Aires; it is then framed analogously in the European context, subsequently in the Italian one and finally in the Università degli Studi di Palermo. The objective of this study is to describe how tutoring is carried out by the Universidad Austral (Argentina) and the Università degli Studi di Palermo (Italia), in order to compare them and propose an improvement, based on the proposal of an experimental research project. In the conclusions, a possible modality of application of Tutorial Action Plan (PAT) used by the Austral University is presented, intending of experiment it with appropriate adjustments in a particular degree program offered by the Università degli Studi di Palermo.
      10  137
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    ¿Cuán involucrado estoy? Un estudio exploratorio sobre el compromiso académico y la orientación temporal en estudiantes argentinos
    (Universidad Panamericana, Escuela de Pedagogía, 2018-12-28)
    Daura, Florencia Teresita
    ;
    Durand, Julio César
    ;
    Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
    In this paper, an exploratory and descriptive research is presented to develop and increase the study on the relationship between academic engagement and temporal orientation. The study examines the link between both constructs in a sample of Argentine students at secondary, tertiary and university level. First, the theoretical foundations of the proposal are described; then, the instruments that were applied —a scale specifically designed to assess the academic engagement, and the Temporal Perspective Inventory (Zimbardo & Boyd, 1999)— are detailed. Lastly, the results are presented, showing significant correlations between the variables that make up the selected instruments, which are validated by this study for further research on academic engagement
      6  54