University academic tutoring in times of pandemic: offer and promotion of educational services and institutional support
Abstract
With the COVID-19 pandemic, Higher Education Institutions (HEIs) in Mexico faced major challenges, undertook creative and innovative actions to reorganize their substantive functions of teaching, research, outreach and extension. In this context, the Autonomous University of Baja California (UABC) issued an Academic Continuity Plan with guidelines for remote work and the approach to academic-administrative processes and services. Under this line of mandate, the Faculty of Pedagogy and Educational Innovation (FPIE), a teacher training institution, launches initiatives to not stop learning, where the tutoring carried out tasks of dissemination and monitoring of the formative journey of the tutored. This research aims to describe the academic tutoring experienced in times of COVID-19, in relation to the institutional services and supports offered and promoted by the university. A mixed method was used, 12 tutor teachers participated, a questionnaire was applied that describes the subject's profile and a structured interview that grouped three large dimensions for a better interpretation of the discourse: a) institutional knowledge, b) academic follow-up and c) means of communication. communication. A tutorial was found that diversified its dissemination and attention strategies, by using synchronous and asynchronous communication tools; the tutorial work intensified its formative, informative and guiding nature in the dissemination and monitoring of educational services and institutional support. It is concluded that, the new scenarios and educational contexts caused by the pandemic, universities are obliged to reconfigure and evolve tutoring towards other conceptualization, operation, instrumentation and evaluation schemes.
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