The Effect of COVID-19 in University Tutoring Models

David Pérez-Jorge, María del Carmen Rodríguez-Jiménez, Eva Ariño-Mateo and Fernando Barragán-Medero
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David Pérez-Jorge: Department of Didactic and Educational Research, University of La Laguna, 38200 San Cristóbal de La Laguna, Spain
María del Carmen Rodríguez-Jiménez: Department of Didactic and Educational Research, University of La Laguna, 38200 San Cristóbal de La Laguna, Spain
Eva Ariño-Mateo: Department of Psychology, LIGS University, 17000 Praha, Czechia
Fernando Barragán-Medero: Department of Didactic and Educational Research, University of La Laguna, 38200 San Cristóbal de La Laguna, Spain

Sustainability, 2020, vol. 12, issue 20, 1-14

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.

Keywords: tutoring; COVID-19; university; e-learning; communication (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2020
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