摘要：This paper offers an in-depth examination of the experience of remote learning and the impact of a peer-tutoring project as it was described by fist year primary education students. The qualitative study aims at exploring the student’s point of view about the impact of remote university, with a specific focus on the role played by peer tutors and peer tutors’ activities. The results give a snapshot of the description made by peer-tutors of the remote learning experience and an evaluation of the peer-tutorship project. Moreover, they lead to a broader reflection on the transformative meaning of the remote learning experience in the university context and on the value of transformation already occurring in the student’s learning.
其他摘要：This paper offers an in-depth examination of the experience of remote learning and the impact of a peer-tutoring project as it was described by fist year primary education students. The qualitative study aims at exploring the student’s point of view about the impact of remote university, with a specific focus on the role played by peer tutors and peer tutors’ activities. The results give a snapshot of the description made by peer-tutors of the remote learning experience and an evaluation of the peer-tutorship project. Moreover, they lead to a broader reflection on the transformative meaning of the remote learning experience in the university context and on the value of transformation already occurring in the student’s learning.
