Abstract
This research is part of the Educational Research Project developed at the University of La Laguna during the academic year 2019–2020, which included the period of confinement by COVID-19. The study was carried out with a sample of 193 student teachers in Early Childhood Education, Primary and four master’s degree programs offered by the Faculty of Education of the University of La Laguna. Four tutoring models were analyzed; in person, by e-mail, using virtual tutoring (Hangout/Google Meet) and WhatsApp. The results confirm the need to enhance synchronous models, as the most effective models for the development of the process of academic orientation and support for students, compared to asynchronous models. These delay the processes of academic decision-making and have a significant effect on them, as well as the pace of study and the motivation of the students, hindering the processes of learning, adaptation and fulfilment.
Highlights
The tutor/student relationship is marked by a high level and degree of collaboration, communication, sincerity, trust, security, closeness, identification, empathy and mutual acceptance, which is achieved in the sequence of interactivity between peers [1,2]
In relation to the time consumed in each of the tutoring models, it was observed that, in face-to-face and virtual tutoring, the highest frequency of use was less than one hour per week
The analysis showed a relationship between the frequency of use of the tutoring style (FUT) and the assessment on the satisfaction of support received from the teachers (SAP)
Summary
The tutor/student relationship is marked by a high level and degree of collaboration, communication, sincerity, trust, security, closeness, identification, empathy and mutual acceptance, which is achieved in the sequence of interactivity between peers [1,2]. The need to create adequate channels of communication for the tutoring and advice for students throughout their training process requires the development of an effective tutoring model that allows for improvement in the student’s academic and personal adaptation to university. This situation has become relevant during the year 2020, given the confinement imposed by the COVID-19 pandemic. The processes of guidance, advice and support in training processes are key to the students’ progress and are fundamental to the improvement of motivation and the prevention of drop-out Situations such as the one we have experienced have caused us to rethink the models of teaching, especially those of tutoring and counseling students. The reality is uncertain and very volatile, and demands responsibility and commitment, both from the university faculty and the students
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