Students’ Self-management: E-course, E-tutoring and Online Support System

  • Mare Teichmann
  • Jakob Kübarsepp
  • Jüri IlvestJr
Conference paper


This paper discusses designing of an E-course and the Students’ E-tutoring and Support System (the SEOS System) at Tallinn University of Technology (TUT). There was a pressing need for such a system since the student drop-out rate at TUT is high (40%), especially among the first-year students. The general purpose of the E-course “Self-management” and the SEOS System is to decrease the drop-out rate among first-year students through individual assistance in problem solving. The first steps were interviewing tutors and doing a Pilot Study in order to map the problems first-year students have at TUT. We designed and introduced the self-management E-course since it became evident that students at TUT often had problems that fell outside the scope of TUT student support sources such as problems concerning knowledge and skills of time management and personal finance management. The SEOS System was developed for decreasing the first-year students’ drop-out rate trough offering them individual assistance, advice and guidance.


Time Management Personal Finance Credit Assignment Freshman Test Individual Assistance 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. [1]
    E.M. Allensworth, J.Q. Easton, “What Matters for, Staying On-Track and Graduating in Chicago Public Highs Schools: A Close Look at Course Grades, Failures, and Attendance in the Freshman Year”, Research Report, Consortium on Chicago SchoolResearch, Chicago, 2007.Google Scholar
  2. [2]
    L.E. Bernold, “Preparedness of Engineering Freshman to Inquiry-Based Learning”, Journal of Professional Issues in Engineering. Education and Practice, 2007, 133, 2, pp. 99-106.CrossRefGoogle Scholar
  3. [3]
    B.C. Britton; A. Tesser, “Effects of Time- Management Practices on College Grades”, Journal of Educational Psychology, 1991, 83, 3, pp. 405-410.CrossRefGoogle Scholar
  4. [4]
    S.R. Covey, A.R. Merrill, R.R. Merrill, “First Things First”, New-York: Simon & Schuster Inc., 1995.Google Scholar
  5. [5]
    J.G. Glynn, P.L. Sauer, T.E. Miller, “Configural invariance of a model of student attrition”, Journal of College Student Retention: Research, Theory and Practice, 2005-2006, 7, 3, pp. 263 -281.Google Scholar
  6. [6]
    C.H. Kepner, B.B. Tregoe, “The rational manager: A systematic approach to problem solving and decision making”, New-York: McGraw-Hill Pub. Co.,1965.Google Scholar
  7. [7]
    P. Marriott, “An Analysis of First Experience Students’ Financial Awareness and Attitude to Debt in a Post-1992 UK University”, Higher Education Quarterly, 2007, 61, 4, p. 498-519.CrossRefGoogle Scholar
  8. [8]
    A.P. McGlynn, “College on credit has kids dropping out education digest”, Essential Readings Condensed for Quick Review, 2006, 71, 8, pp. 57-60.Google Scholar
  9. [9]
    M. Trueman, J. Hartley, “A comparison between the time-management skills and academic performance of mature and traditional-entry university students”, Journal of Higher Education, 1996, 32,2, pp. 199-215.CrossRefGoogle Scholar
  10. [10]
    WHO, “Measuring Quality of Life”, Division of Mental Health and Prevention of Substance Abuse, 10 p, Switzerland, 1997.Google Scholar
  11. [11]
    A. Wiji, R.A. Naylor, J.P. Smith, “Dropping out: of medical school in the UK: explaining the changes over ten years”, Journal of Medical Education, 2007, 41, 4, pp. 385-394.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media B.V. 2008

Authors and Affiliations

  • Mare Teichmann
    • 1
  • Jakob Kübarsepp
    • 1
  • Jüri IlvestJr
    • 2
  1. 1.Tallinn University of TechnologyEstonia
  2. 2.PE Consult Ltd.Estonia

Personalised recommendations