University Tutoring Research Articles

Evaluation of sustainability in university tutoring programs for educational leadership: a case study

Evaluation of sustainability in university tutoring programs for educational leadership: a case study

Tutoring and Academic Performance in University Students from the Peruvian Altiplano

Objective: University tutoring is crucial to support students' academic, personal and professional success, provides individualized guidance, fosters the development of key skills and promotes student retention, thus contributing to the overall growth of university students. Within this framework, the objective of the research was to determine the relationship between the perception of the tutoring system and the academic performance of students of the National University of the Altiplano of Puno (UNAP). Methods: The research approach is quantitative, non-experimental, with a cross-sectional correlational design. The population consisted of 474 students, obtaining a sample of 213 randomly selected students. A questionnaire was used to measure the first variable, while for the second variable the minutes of evaluation corresponding to the first academic semester of the year 2023 were consulted. Results: The results reveal that students of the UNAP have a regular perception of tutoring services, both academic and personalized. While they recognize the existence of these services, they are not fully familiar with all available services. Some students have also used these services occasionally, do not consider them an essential part of their university experience and do not actively seek this type of support, except when they need it. Conclusion: In conclusion 93.4% of the students assessed the tutoring system as regular, while 6.6% considered it bad or unsatisfactory. In addition, the statistical analysis reveals a strong positive correlation (r=0.795) between the tutoring system and academic performance, supported by a p value lower than the level of significance (0.00 < 0.05) that confirms the statistical validity of this relationship. These findings suggest that as the tutoring system strengthens, there is a considerable and positive association with students' academic performance.

How can we ensure limited individual tutorial time is reflective? The reflective individual tutoring model for higher education

ABSTRACT University tutoring can play an important role in the transition from content-centered learning to student-centered learning in the transformations that are taking place in higher education institutions. This transition needs evidence-based proposals that go in this direction but that adapt to what teachers are already doing when they individually tutor their students without adding new workloads to their saturated schedules. Reflective Learning is conceived as an active Student-Centered Learning methodology that aims to increase learners’ agency, focusing specifically on developing learners’ capacities to influence their learning environments and their lifelong learning trajectories. However, to the best of our knowledge, there is no model that describes how to implement reflective individual tutoring in higher education, leaving a significant gap in knowledge and research about this area of university teaching activity. The aim of this work is to present the RITHE (Reflective Individual Tutoring in Higher Education) model, based, on one hand, on the lessons learned studying highly effective tutors in primary and secondary education, and on the other, on the theoretical and methodological principles of reflective learning. This article will explain a tutorial proposal, which is structured in three blocks and seven phases. The model is intended to serve as a guide for university educators, with applications in various areas of knowledge, and to encourage evidence-based practice research on the subject.

University Research Tutoring in A Formative and Preventive Environment

Graduating through a research work requires competencies in the student. For this reason, it is essential to study a research tutoring methodology from the tutor's training, resources and strategies that generate a positive, formative, and preventive work environment. The objective of this work focuses on the methodology that a research professor of high scientific productivity with Salesian style generates in the process of university tutoring in research, with visible results in the short term. The results show a total of 84 works completed between 2021 and 2023, an average of 28 works per year, as well as a participation of 29 female students and 59 male students. It is concluded that a research methodology accompanied by professors trained in a friendly spirit, proactive action, and immediate positive results, generates a positive environment where formative and preventive experiences permeate the conscience, the professional profile, and the life plan of the students.

Tutorias universitárias em períodos de interrupção acadêmica: um relato a partir da experiência

ABSTRACT The social crisis and the COVID-19 pandemic represent periods of academic interruption that will affect the learning of Higher Education. Given this panorama, university tutors will acquire relevance as a strategy to be able to face this crisis and allow an exchange of experiences and emotions. The objective of this report is to present a tutorial strategy developed between the years of 2019 and 2020, in the context of an academic and psychoeducational support program of a state university in Chile. This strategy consists of six phases: (1) Initial meeting; (2) Diagnosis; (3) Planning; (4) Implementation; (5) Evaluation; (6) Close the process. The development of this proposal demonstrated the emotions importance, dialogue and the valorization of the student’s experience in their learning process and adaptation to the university. In addition, it provides an action framework for academic and psychoeducational support linked to university tutoring programs.

Peer tutoring program and academic monitoring of students in the Bachelor of Science in Nursing program at the University

University tutoring has gradually become a topic of interest for higher educational institutions, given the need to provide students with new learning opportunities in which they are the main actors. Academic performance and disengagement from university life are seen as emerging problems that require the implementation of measures, especially at the university entrance stage. Planning for the implementation of peer tutoring is not easy, and several factors will have to be considered, ranging from the management of the institution to involve all the educational actors, to the continuous evaluation and improvement of the planning itself. It is expected that the results of the peer tutoring project will generate contributions to the student’s learning process, such as the development of their own skills on the subject, and other competencies that can be developed through practical experience. As well as to know the scenarios and methodologies used that, according to the student tutors’ point of view, benefit and/or hinder them in their teaching-learning processes. The use of a methodology that combines in-depth interviews and questionnaires will provide significant knowledge for individual experiences, as well as more general ones, so that it is expected to know the tutor’s role from different points of view, having a comprehensive view of it. In this way, it will be possible to identify and systematize the contributions and/or obstacles that may arise in the implementation of the program

El cultivo del pensamiento crítico a través de la tutoría universitaria: una nueva oportunidad tras la Covid-19

University tutoring is, with some exceptions, in a state that should concern us. The model in recent years is sporadic, optional meetings generally used to clarify doubts about academic content, solve problems with completing tasks, review assessment results, and find solutions for students’ personal problems that affect their progress in modules. This model of tutoring may make it possible to resolve problems, but it is a limited and insubstantial version of what it could be. There is case for saying that its leitmotiv is university character education, principally what has come to be called the critical spirit or thinking. In addition, it seems that this is what the contemporary social and professional reality misses and demands: university graduates who think for themselves, always seek the truth of things, and focus on the common good. Covid-19, with all of the impact it has had for universities, especially ones that work face-to-face, offers a new opportunity for tutoring, an opportunity to reestablish it. The new situation has brought both a pedagogical-technological message and an ethical one. Both can reestablish tutoring as an ongoing, deep, and unending conversation that enriches other university situations and opens doors that lead to the best version of oneself. This work has a three-part objective: to present arguments that hold that the main purpose of tutoring is cultivation of the critical spirit or thinking; to identify obstacles raised some years ago and possibilities that the new situation brings; and, finally, to suggest a series of future-oriented conclusions so that our universities can give tutoring the place it deserves in line with their circumstances.

Content and essence of the activity of a University tutoring

Content and essence of the activity of a University tutoring

WhatsApp as a University Tutoring Resource

Tutoring, as a process of accompaniment of university students, has among its purposes identification of and reflection on the various difficulties that can interfere in the development of student competencies. To the same end, the present research explores the possibility of using WhatsApp as a tutoring resource in universities, with an emphasis on identifying and reflecting on the academic, personal, and family problems of students. This case study uses a quasi-experimental approach with a treatment group and a control group intentionally selected at the Escuela Profesional de Educación Secundaria de la Universidad Nacional del Altiplano de Puno, Peru, during the first semester of the 2020 academic year. Data were collected using semi-structured interview guides and individual tutoring cards. The results show that this technological resource improved the university tutoring service among the students in the experimental group. It proved more flexible and attractive to students, who were motivated to externalize and reflect on their personal, family, and academic difficulties and showed increased openness to receiving help in problem solving them. On the other hand, student participation was less active in the control group. These findings affirm that WhatsApp is a resource that can allow more spontaneous and friendly communication between tutors and students, creating a context conducive to achieving the objectives of university tutoring.

Tutoring and Training of University Students


 
 
 University tutoring is a process of accompaniment during the training of students that takes place through personalized attention and social coexistence. University Training is a set of formal approaches to didactic processes that enable the training, preparation or improvement of the student for their professional development and improvement from the beginning of their career. This initial training can be complemented with subsequent courses. The purpose of this research is to determine the relationship between University Tutoring and University Training of Students. The research is of a non-experimental applied type where the study of the already existing phenomenon is observed and described in its natural environment. It is concluded that, There is a direct and significant relationship between the development of tutoring and the university education of students. The participation of teachers as it has a direct relationship in the university education of students and there is a relationship between tutoring and the development of the professional profile of students, this being a non-cognitive area, which contributes to human development, it is of utmost importance its study as it will allow us to establish the dimensions and impact that this service has on student care.
 
 

Personal factors associated with satisfaction with tutoring in engineering students

The tutoring of university students is very relevant for the achievement of engineering learning and personal factors are associated with satisfaction, establishing that the knowledge of these factors makes it possible to take measures that contribute to improve tutoring actions. The objective of the research was to establish the association of personal factors to satisfaction with tutoring in engineering students. A quantitative approach was chosen, the design was non-experimental and the association of personal factors with satisfaction with university tutoring. The population consisted of 800 engineering students and by means of probabilistic sampling with a 3% margin of error, the sample consisted of 458 students. The results showed that satisfaction with the university tutor is associated with the factors sex, age and college of origin, obtaining the Chi-square value x2 = 189.618a, 157.728a and 118.106a (p < 0.05); satisfaction with the university tutor associated with factors of sex, age and school of origin, obtained a Chi-square x2 = 189.618a, 157.728a and 118.106a (p < 0.05) and satisfaction with the organization and contents of the tutoring was associated with factors of sex, age and school of origin obtained a Chi-square x2 = 8.876a, 23.189a and 17.327a (p < 0.05). It is concluded that personal conditions are associated with satisfaction with tutoring, with the university tutor and with the organization and contents of tutoring in engineering students.

University tutoring: face-to-face or virtual: a systematic review

University tutoring is an activity in which the tutored (student) and the tutor (teacher) participate and which promotes the personal, academic and professional development of the student. This article presents a systematic review of university tutoring based on sources of information consulted to identify the most important dimensions and establish the benefits it represents for students. S cientific articles were collected heuristically, using search engines and journal repositories ( SciELO , Scopus, Redalyc and DOAJ) between 2017 and 2021. From the review of the research consulted, 8 predominant dimensions were identified in which the three parties that make up the university tutoring program are identified: the institution, the tutor and the student. University tutoring is an indicator of the quality of university education and an effective procedure to reduce the gap that exists in education,especially to reduce student dropout and improve the student's overall performance.

The Effect of COVID-19 in University Tutoring Models

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.

Perfiles y funciones del tutor universitario y sus efectos sobre las necesidades tutoriales del alumnado

Large numbers of students on particular degrees and a progressive depersonalisation of the teaching and learning process are typical characteristics of higher education. This situation results in a need to analyse the tutorial activity processes currently in use. This work aims to investigate various factors associated with the main agents involved in this process: tutors (profiles and functions) and students (needs). It is based on a survey-type methodology creating an instrument for distribution among degree students at the Universidad de Huelva. This is first subjected to validation processes to obtain a theoretical reference model with which to evaluate interactions among the emerging factors. Notable results include a theoretical model with correlations between tutor profiles and regressions, or influences of these profiles on functions and student needs. Furthermore, it reveals two types of university tutor: those who prioritise the academic aspects of tutoring, and those who prioritise personal aspects. Both profiles are associated with types of function that react to the needs students display throughout their time at university, and support the thesis that university tutoring is developing towards an integral model in which the personal dimension is especially relevant.

University tutoring and guidance: how it is currently perceived by degree students at university

University tutoring and guidance: how it is currently perceived by degree students at university

Enhance the Quality of the University Tutoring Services to Counteract Undergraduate Students’ Educational Failure: A Focus on the Department Of Education of Roma Tre University

Tutoring services are one of the variables which educational research investigates to counteract the educational failure of universities (Topping, 1996; Falchikov & Blythman, 2001; Da Re, 2017). An effective strategy, in order to counteract dropout and delay in achievement of a degree and to promote a positive continuation of studies, is to enhance the quality of the university tutoring services which could support students in their studies with personalized and interactive educational process, providing them with support both on the educational and emotional-motivational levels (Felice, 2005; Álvarez & González, 2008). This paper presents the results of longitudinal research developed at the Department of Education at the Roma Tre University. The research analyzed the academic careers of three cohorts of students (academic years: 2013, 2016 and 2017) with what are defined “Additional Educational Obligations” (OFA) because they had scored an insufficient grade in the admission test and so attended “S.Tu.Di OFA” tutoring service. The objective was to reduce undergraduate students’ educational failure. The results of the research have shown how the innovation of the didactic design has proved to be effective in helping to counter the university students' educational insufficiencies. Both qualitative and quantitative tools were used (Trinchero, 2002; Pellerey, 2011; Semeraro, 2014). Data analysis highlighted the effectiveness of the tutoring actions proposed for students with initial difficulties in studying. Also, the reflections advanced by tutors and students confirmed the importance of continuing to strengthen the university’s offering of formative tutoring.

Dimensions of university tutoring: a psychometric study

ABSTRACTOver recent decades university tutoring has attracted much attention. The research carried out has taken many formsemphasising the importance of developing good instruments for investigating this complex reality and its numerous perspectives. This article provides a psychometric analysis of a questionnaire that aims to assess the perceptions of students and professors regarding their perception of the importance and reality of tutoring at university in the current context. The questionnaire was analysed using applied statistical techniques, cluster analysis and multidimensional scaling, using a sample of 569 university professors and 679 students from different universities in the Community of Madrid (Spain). The results showed that the questionnaire contains several useful psychometric properties. This study contributes significantly to existing models in the literature. We confirm that tutoring at university has three dimensions (personal-social, academic and professional), which various authors on the subject consider to be key components. This study proposes a finer division of tutoring dimensions and characterises more analytically the role of the university tutor, in pursuit of the integral education of university students.

Tutorías universitarias. Percepciones de estudiantes y personal tutor sobre su uso y funcionamiento

El presente artículo tiene como objetivo estudiar el funcionamiento y las percepciones de estudiantes y personal tutor acerca del sistema de tutoría universitarias del Instituto Universitario del Gran Rosario. Se realizó un estudio exploratorio-descriptivo, con un diseño de estudio de caso, donde se indagó el funcionamiento del espacio tutorial desde la perspectiva de las personas tutoras a partir de entrevistas semi-estructuradas y las percepciones del estudiantado de primer año acerca de este sistema, mediante la aplicación de un cuestionario. Los resultados indican que el personal tutor destaca la capacidad de escucha, la necesidad de formación específica y de trabajo en equipo. Con respecto al estudiantado, se observó que más de la mitad no conoce el espacio de tutoría y quienes sí poseen conocimiento manifiestan haber recibido la información de docentes y sus pares. Unas personas consideran que dicho espacio se relaciona con orientación teórica, y muestra inclinación hacia la función académica de la tutoría; mientras otras consideran que las tutorías posibilitan realizar una visión integral de la vida universitaria.

Gestión y desarrollo de planes de acción tutorial en la universidad. Estudios de casos

RESUMENEl objetivo del estudio es analizar experiencias consolidadas de Planes de Acción Tutorial (PAT) con el fin generar referencias para la construcción y mejora de modelos de intervención sobre tutoría universitaria.La investigación parte del análisis de 16 planes tutoriales de 14 universidades y se profundiza en un estudio de casos múltiples de seis universidades españolas, específicamente de las Comunidades Autónomas de Cataluña, Valencia, Aragón y País Vasco, donde se desarrollaron entrevistas convergentes en profundidad. Los datos fueron procesados mediante la herramienta informática Max QDA, que permitió generar 418 unidades de significado, divididas en 8 categorías de análisis que se asocian al desarrollo y gestión de los PAT.Los resultados indican que la cultura universitaria, el rol de las autoridades y los modelos de orientación educativa y de estructura organizativa que adoptan las instituciones analizadas para dar soporte al proceso de acción tutorial, ayudan o interfieren en el desarrollo e impacto de los PAT, lo que evidencia la necesidad de repensar la forma como se gestiona la tutoría universitaria en la enseñanza superior. También evidencia la existencia de sistemas de funcionamiento piramidales y colaborativos, y una combinación de los modelos clínico, de programas y de servicios que aparecen con más fuerza en función del tipo de articulación que se considera en el PAT.ABSTRACTThe objective of this study was to analyze successful Tutorial Action Plans (TAP) from different institutions, and to generate a reference framework for the creation of a management model for university tutoring.The research was based on case studies from six universities in northeastern Spain, specifically from the Autonomous Communities of Catalonia, Valencia, Aragon and Basque Country, where in-depth interviews were conducted. A qualitative approach was used and the obtained data was processed using the text analysis software Max QDA. This analysis yielded 418 units of meaning, divided into 8 different categories of analyses that were associated with development and management of TAPs.The results from the generated reference framework showed that, the development and impact of TAPs in the analyzed institutions is either positively or negatively affected by: their culture, the role of their authorities, the educational counseling models and the organizational structure that they adopt to support the process of tutorial action. These findings suggest the need of a re-evaluation of the management methods used on university tutoring. The evidence also indicates the existence of pyramidal and collaborative functioning systems, and a combination of clinical models, programs and services that appear more strongly depending on the type of articulation considered in the TAP.

¿Qué necesita el alumnado de la tutoría universitaria? Validación de un instrumento de medida a través de un análisis multivariante

El reconocimiento de la tutoría en las universidades se ha incrementado en los últimos años. Su finalidad es generar una formación paralela al avance social y económico, además de conformar un sistema común europeo más competitivo y de mayor calidad. La orientación y la tutoría se convierten en procesos imprescindibles y relevantes de personalización de la enseñanza, que requieren para su puesta en práctica conocer en profundidad cuál es la importancia que el alumnado concede a abordar diferentes contenidos. Este estudio se propone progresar en el conocimiento de la tutoría y de sus necesidades a través del diseño y validación de un cuestionario ad hoc, aplicado a 572 estudiantes de segundo, tercer y cuarto curso de Grados de Ciencias de la Educación. El Análisis Factorial Confirmatorio muestra la validez del modelo estructural de cinco dimensiones en torno a las que deben girar los contenidos tutoriales (adaptación al contexto, identidad personal, integración, enseñanza-aprendizaje y desarrollo profesional), siendo el desarrollo y la inserción profesional, la dimensión en la que el alumnado afirma sentir una mayor necesidad de acompañamiento y apoyo mientras que las relacionadas con la adaptación al contexto universitario y el desarrollo de la identidad personal, son las menos reclamadas. Los análisis realizados muestran diferencias según el curso y la titulación de los participantes y señalan la importancia de profundizar en el desarrollo de un modelo integral y comprensivo de tutoría universitaria, adecuando las intervenciones a las necesidades reales del propio alumnado.