The case study was conducted in the context of Didactic Tutoring Service at the Department of Educational Science, Roma Tre University. The research focuses on how a flexible and individualized instructional design (Baldacci, 2006; Domenici, 2009), that makes use of formative feedback (Shute, 2008) as a tool to support learning and that provides learning experience both in presence and online (Galliani, 2004), can promote the development of complex learning strategies and of self-regulation skills in the students. The study started with analysis of the issues highlighted by national and international research on the subject of leadership development in students (Dugan, 2006). The findings suggest the possibility of promoting the educational success of students in the university context by involving them in "leadership programs" (Komives et al, 2011) that increase their self-regulating competence and motivation to study.
Giuliani, A., Moretti, G. (2016). Development of Student Distributed Leadership and Tutoring Service Justification: A Case Study in Italy. In R.T. Marius-Mircea Crişan (a cura di), Beliefs and Behaviours in Education and Culture: Cultural determinants and education (pp. 181-187). Bucureşti : Bucureşti: Pro Universitaria.
Development of Student Distributed Leadership and Tutoring Service Justification: A Case Study in Italy
GIULIANI, ARIANNA;MORETTI, Giovanni
2016-01-01
Abstract
The case study was conducted in the context of Didactic Tutoring Service at the Department of Educational Science, Roma Tre University. The research focuses on how a flexible and individualized instructional design (Baldacci, 2006; Domenici, 2009), that makes use of formative feedback (Shute, 2008) as a tool to support learning and that provides learning experience both in presence and online (Galliani, 2004), can promote the development of complex learning strategies and of self-regulation skills in the students. The study started with analysis of the issues highlighted by national and international research on the subject of leadership development in students (Dugan, 2006). The findings suggest the possibility of promoting the educational success of students in the university context by involving them in "leadership programs" (Komives et al, 2011) that increase their self-regulating competence and motivation to study.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
