Recommendations for Academic Tutoring at the University Level During the COVID-19 Pandemic
Abstract
Due to the COVID-19 contingency, academic tutoring, like other teaching functions, suddenly had to migrate to the non-face-to-face modality. Different voices have expressed their positions on the development of these programs. And within these opinions, it is essential to identify recommendations that mentees make for future academic emergencies that imply the face-to-face suspension of this type of services. This article presents the results of a research exercise that aimed to characterize, from the perspective of mentees from a public university in Mexico, the way in which tutoring could be developed in the face of possible new contingencies. The approach is descriptive, supported by content analysis. 5300 students from different undergraduate programs participated. The results show a set of 12 categories associated with different recommendations for tutoring in times of contingency. It is highlighted that most of the recommendations are aimed at maintaining communication between the tutor and the mentees, as well as the use of various technological tools that can be used during the tutoring process.
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