Abstract
Virtual tutoring has been an essential need to give continuity to education. In this sense, the attitude, both of the teachers and the student, was also a support that allowed the approach in higher education. The present study aimed to identify the attitude towards virtual tutoring in higher education. The method used was argumentative criticism based on documentary analysis, considering the approach to the problem (Introduction), the development (arguments) and the conclusions that have been inferred. As a conclusion, it was found that the attitude shows a motivation in the behavior of people to maintain a mental disposition, generating adequate results in the educational field.
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