Espirales. Revista multidisciplinaria de investigación científica, Vol. 5, No. 37
April - June 2021. e-ISSN 2550-6862. págs 15-30
DOI: https://doi.org/10.31876/er.v5i37.790
University tutoring: face-to-face or virtual: a systematic
review
Tutoría universitaria presencialidad o virtualidad: una revisión sistemática
Miguel Ángel Zubiaur Alejos
*
Jesús Emilio Agustín Padilla Caballero
**
Received: June 17, 2020.
Approved: December 01, 2020.
Abstract
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.
Key words:
college tutoring, tutoring, tutors, tutors, college
students, individualized instruction.
Cite this:
Zubiaur, M., Agustín, J. (2021).
University tutoring: face-to-face or
virtual: a systematic review.
Espirales. Revista Multidisciplinaria
de investigación científica, 5(37),
15-31
* Doctoral student in Education. Universidad
César Vallejo, Trujillo, Peru.
Email:mzubiaur@ucvvirtual.edu.pe.
ORCID: 0000-0002-9753-3262.
Google Scholar
** PhD. in Ethics and Social Responsibility
and Human Rights, PhD in Education
Administration.
Universidad César Vallejo, Trujillo, Peru.
E-mail:jpadillac@ucv.edu.pe.
ORCID: 0000-0002-9756-8772.
Google Scholar
Miguel Ángel Zubiaur Alejos* Jesús Emilio Agustín Padilla Caballero
!
Espirales. Revista multidisciplinaria de investigación científica, Vol. 5, No. 37
April - June 2021. e-ISSN 2550-6862. págs 15-31
17
Introduction
University tutoring -which we will call tutoring from now on- is an activity that has been
carried out since the beginning of mankind. It was given by people who received the
name of tutor or mentor, initially it was the mother who performed this activity
overseeing the initial education of her children; in ancient Greece we have Socrates as
Plato's tutor and Plato as Aristotle's mentor; in the Middle Ages it was the abbeys and
monasteries where the activity we know today as tutoring began (Jiménez,2020), which
is based on humanism. Epistemologically, tutoring is in the paradigm of constructivism
whose main representatives ( Lev Vygotsky , Jean Piaget and David Ausubel) consider
that the person reaches knowledge through social interaction in the environment where
he is (Bejar, 2018 ); that is to say that the student learns more effectively in an
environment of participation and exchange with peers(Diaz, 2020). In its beginnings,
tutoring was oriented only to solve students' academic problems ; however, now, this
concept has a broader definition (Alonso-García, Rodríguez-García, & Cáceres-
Reche,2018) because it considers that the objective of tutoring should be to promote
the comprehensive development of students (academic, professional and personal) for
the benefit of their learning (Clerici, & Da Re, 2019; Guerrero-Ramírez et al., 2019;
Martínez, Conejo, & Rodríguez, 2017; Amor, & Dios, 2017) .
On the other hand, with the implementation of the Bologna Process and the creation of
the European Higher Education Area, European universities modified their education
systems to adapt to the new requirements. In this context, tutorials have become one
of the main activities for the process of incorporation of universities to the common
European space ; this represents an indicator of change and an important mechanism
to define quality in university education ; for this reason, there are many institutions in
Resumen
La tutoría universitaria es una actividad en la que participan el
tutorado (estudiante) y el tutor (docente) y que promueve el
desarrollo personal, académico y profesional del estudiante. Este
artículo presenta una revisión sistemática de la tutoría universitaria a
partir de fuentes de información consultadas para identificar las
dimensiones más importantes y establecer los beneficios que
representa en los estudiantes. Se recopilaron artículos científicos de
manera heurística, utilizando motores de búsqueda y repositorios de
revistas (SciELO, Scopus, Redalyc y DOAJ) entre 2017 y 2021. De la
revisión de las investigaciones consultadas se identificaron 8
dimensiones predominantes en las que se identifica a las tres partes
que conforman el programa de tutoría universitaria: la institución, el
tutor y el estudiante. La tutoría universitaria es un indicador de
calidad de la educación universitaria y un procedimiento eficaz para
reducir la brecha que existe en la educación, en especial para
disminuir la deserción estudiantil y mejorar el desempeño integral del
estudiante.
Palabras clave:
tutoría universitaria, tutoría, tutores, estudiantes
universitarios, enseñanza individualizada.
University tutoring: face-to-face or virtual: a systematic review
Espirales. Revista multidisciplinaria de investigación científica, Vol. 5, No. 37
April - June 2021. e-ISSN 2550-6862. págs 15-31
18
the world that are implementing it to favor the students' capacity for reflection and
decision making (Klug, &Peralta, 2019;López, & Prendes, 2017; Martínez et al.,2020 ).
In the Latin American environment, in contrast, tutoring is born as a mechanism to foster
greater learning and commitment on the part of students and to reduce student
dropout (Di Vita, Daura, & Montserrat, 2020).
Since tutoring is an activity in which the tutored (student) and the tutor (teacher)
participate, it is necessary for the latter to promote the individual, academic and
intellectual development of the student, motivating him/her to achieve competencies
and carry out scientific research activities (Benites, 2020).
We can see that there are diverse and varied investigations that have been carried out
in relation to university tutoring,which show different scopes and conclusions, although
there is no source that synthesizes them. In summary, the objective of this article is to
make a systematic review of university tutoring from all the sources of information
consulted to identify the dimensions with which it has been analyzed and to establish
the benefits it represents in the students to then raise some conclusions to improve its
application.
Materials and Methods
A documentary research was conducted on the topic of university tutoring in which
information was collected heuristically, applying the Google Scholar search engine;
various journal repositories such as SciELO, Scopus, Redalyc, DOAJ, Eric and Dialnet
were accessed and the following keywords were searched: university tutoring ; tutoring;
tutors ; tutors ; university student ; individualized teaching ; mentor ; tutors ; mentoring;
mentoring; as a filter, articles published between 2017 and 2021 were considered.
It was also observed that the databases consulted were adequate and coherent with
the objective of the search. Information was found in each of them, but in different
quantities. Likewise, when compiling each article related to the topic of mentoring, the
bibliographic sources were reviewed and, from there, other documents on the same
topic were searched (i.e., the selected article provided clues for the search of others).
In addition, to locate the most relevant articles, an Excel data matrix was used in which
the main characteristics of each article were noted (author, title, object of study, unit of
analysis, country, space, instrument, results and conclusions). Based on the question
posed in the systematic review, the most important articles were selected and analyzed
hermeneutically. Table 1 summarizes some of the primary sources consulted, indicating
the author, year of publication, title, results and conclusions.
Miguel Ángel Zubiaur Alejos* Jesús Emilio Agustín Padilla Caballero
!
Espirales. Revista multidisciplinaria de investigación científica, Vol. 5, No. 37
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19
Table 1.
Identification of the main investigations
N o.
Author and year of
publication
Article title
Conclusions
1
Beniot (2021)
Peer
tutoring: a
strategy for
strengtheni
ng
pedagogica
l vocation
Peer
mentoring is
an important
strategy for
strengthenin
g the
education
profession
during
teacher
training.
2
Di Vita, Daura, & Montserrat
(2020)
University
Tutoring
between
Latin
America
and Europe:
The Case of
Universidad
Austral
(Argentina)
and the
University of
Studies of
Palermo
(Italy).
Personalized
tutoring by
teachers and
student
tutors
prevents
students
from
dropping out
and falling
behind in
their
academic
progress.
3
Martinez et al., (2020)
University
tutoring as
seen by its
students:
Proposals
for
improveme
nt.
Tutoring
favors the
integral
development
of the
student
(academic,
personal,
professional).
4
Guerrero, & Tigrero (2020)
Students'
perceptions
of host
tutoring at
the
University of
First-term
tutoring is
desirable
because it
improves
academic
performance
University tutoring: face-to-face or virtual: a systematic review
Espirales. Revista multidisciplinaria de investigación científica, Vol. 5, No. 37
April - June 2021. e-ISSN 2550-6862. págs 15-31
20
the Arts in
Ecuador.
and personal
development
.
5
Benites (2020)
The role of
academic
tutoring in
raising the
academic
performanc
e of college
students.
The tutoring
was able to
improve the
academic
performance
of the
students and
reduced the
number of
failures.
6
Carranza et al., (2020)
University
students'
perceptions
of face-to-
face and
virtual
tutoring.
The tutor
should
investigate
how to
motivate
students
during virtual
tutoring.
7
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bstract":"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
Profiles and
functions of
university
tutors and
their effects
on students'
tutorial
needs
The mentor
must have
empathy,
leadership,
sensitivity
and
authority.
Miguel Ángel Zubiaur Alejos* Jesús Emilio Agustín Padilla Caballero
!
Espirales. Revista multidisciplinaria de investigación científica, Vol. 5, No. 37
April - June 2021. e-ISSN 2550-6862. págs 15-31
21
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
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University tutoring: face-to-face or virtual: a systematic review
Espirales. Revista multidisciplinaria de investigación científica, Vol. 5, No. 37
April - June 2021. e-ISSN 2550-6862. págs 15-31
22
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Conde, & Boza
Miguel Ángel Zubiaur Alejos* Jesús Emilio Agustín Padilla Caballero
!
Espirales. Revista multidisciplinaria de investigación científica, Vol. 5, No. 37
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8
Blakman,& Bermudez
(2020)
Peer
tutoring:
experience
of the
Student
Pedagogical
Advisory
Program at
Universidad
Católica de
Santiago de
Guayaquil
Peer tutoring
strategies
help improve
academic
performance.
9
Lagarda, Rodriguez, & Vera
(2020)
Psychosocia
l, work and
family
adjustment
assessment
to create
selection
profiles for
university
tutors.
It is
concluded
that in order
to be
selected, a
mentor must
have high
standards of
life
satisfaction,
self-concept,
internal
control and a
success
orientation.
10
Venegas-Ramos, & Gairín
Sallán, (2019).
Approach to
the state of
tutorial
action in
Chilean
universities
Peer tutoring
has a greater
presence due
to the work
that many
students
perform as
course
assistants.
11
Gargallo, Pérez-Sanz, &
Esteban-Salvador (2019).
University
students'
perceptions
of academic
tutoring: a
review of
relevant
factors.
The tutorial
action serves
as a stimulus
to face
studies, as
well as to
optimize
their learning
time.
University tutoring: face-to-face or virtual: a systematic review
Espirales. Revista multidisciplinaria de investigación científica, Vol. 5, No. 37
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24
12
Klug, & Peralta (2019).
University
tutoring.
Perceptions
of students
and tutoring
staff on its
use and
operation.
There is no
standardized
and
homogeneou
s model of
tutorial
action. The
organization
of tutorials
must have a
theoretical
framework to
support and
maintain it.
Source: authors' own elaboration.
Di Vita, Daura, and Montserrat (2020) made a comparison of the tutoring systems
applied in two universities, finding that at Universidad Austral tutoring is carried out in
a more organized manner with training for tutors and personalized tutoring; this results
in a decrease in dropouts and delays in student progress.
On the other hand, Guerrero and Tigrero (2020) conducted a mixed approach research
in which a total of 174 students were evaluated by applying questionnaires, an aptitude
scale and open questions, finding that tutoring given to students who have recently
entered the university improves their academic performance and their inter and
intrapersonal relationships and avoids conflicts that may arise in the student due to the
change he/she experiences when being subject to a different teaching system. Benites
(2020) conducted a descriptive exploratory research, finding that tutoring is based on
the development of curricular competencies and the achievement of learning; the
tutor's intervention is to understand the student's problems and propose activities to
improve their academic performance, thereby reducing the number of failed students.
Touching on a more current topic, Carranza et al. (2020) through a hypothetical
deductive non-experimental study studied the perception of university students on
face-to-face and virtual tutoring; 28 students were evaluated with the application of
surveys, the result obtained was that students were more satisfied with face-to-face
tutoring because in the virtual modality they did not feel that it motivated them to
improve their academic performance. Delgado-García, Conde and Boza (2020) also
conducted a quantitative approach research in which 581 students were evaluated
through surveys; it was found that tutoring should be applied throughout their university
Miguel Ángel Zubiaur Alejos* Jesús Emilio Agustín Padilla Caballero
!
Espirales. Revista multidisciplinaria de investigación científica, Vol. 5, No. 37
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life, even until their insertion into the working world, empowering their integral
development (that is, academic, personal and professional development); also, it was
concluded that to meet these objectives the tutor must have certain skills such as
knowledge of the course, empathy, leadership, sensitivity and authority. Extending to
another form of application of tutoring, Blakman and Bermudez (2020) through surveys
applied to 312 students concluded that peer tutoring - carried out by students of high
academic performance - manages to improve the performance of those being tutored.
As we can see, tutoring represents a continuous social exchange between the tutor and
the tutored; in this sense, the research conducted by Lagarda, Rodriguez and Vera
(2020) is important, in which, based on the application of questionnaires to 108
teachers, they concluded that the tutor, in order to perform this task, must have high
standards of life satisfaction, internal control and orientation to success. Thus, Klug and
Peralta (2019) conducted a mixed approach research in which tutors and students were
evaluated through questionnaires and semi-structured interviews, concluding that
assertive communication and teamwork are important for effective tutorial action; it was
also stressed that the organization of tutoring must have a theoretical framework that
supports and sustains it.
Results
After reviewing the research consulted, the most relevant dimensions that have been
used to analyze the mentoring variable were grouped together and are shown in Table
2.
Table 2.
Dimensions of the mentoring variable
No.
Dimension
D1
Content and structure of the mentoring program
D2
Tutor's capabilities and functions
D3
Tutor-student relationship
D4
Personaland social development of the student
D5
Student academic development
D6
Student professional development
D7
Tutor and student digital skills
D8
Student desertion
Source: authors' own elaboration.
These 8 dimensions encompass all the parties involved in tutoring, namely: the structure
of the tutoring program; the skills and functions of the tutor; and the benefits received
by the students. The number of times these dimensions have been used in the research
varies: for example, personal and social development is the most frequent, while the
tutor's skills and functions are the least frequent, although this does not mean that they
University tutoring: face-to-face or virtual: a systematic review
Espirales. Revista multidisciplinaria de investigación científica, Vol. 5, No. 37
April - June 2021. e-ISSN 2550-6862. págs 15-31
26
are of less importance in the process of developing the tutoring action, but rather that
they are the least evaluated.
Figure 1
shows the dimensions and the number of times they are mentioned in the studies
analyzed.
The countries of origin of the research reviewed were Argentina, Bolivia, Brazil, Chile,
Colombia, Cuba, Ecuador, Spain, Italy, Mexico, Peru and Portugal, with 9 and 8
publications, respectively, in Spain and Mexico.
Discussion
The analysis of the tutoring variable allowed us to identify 8 dimensions, all of them
important for tutorial action. The one with the greatest presence was the personal-social
development of the student, which confirms that for an integral formation, not only
academic development is important. On the other hand, the least studied were tutor-
student relationship and digital skills of the tutor and the student, which suggests that
they should be further analyzed in future research; another of the dimensions with less
presence was student desertion, which had greater participation in research conducted
in previous years and now is explained in some way within the dimensions identified.
Likewise, it was identified that tutoring in universities is made up of three important and
differentiated parts: first we have its organizational structure, programs, regulations,
functions, responsibilities and compensation, which represents the administrative basis
of this activity (Moreno, Veytia, & Estrada, 2019); then we have the teachers who
perform the important work of tutoring, in some cases supported by previously trained
students who stand out for their high academic performance (Blakman, & Bermúdez,
8
9
2
39
21
15
3
4
0
5
10
15
20
25
30
35
40
45
D1 D2 D3 D4 D5 D6 D7 D8
Number of Investigations
Relevant Dimensions
Miguel Ángel Zubiaur Alejos* Jesús Emilio Agustín Padilla Caballero
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2020; Bravo et al, 2019); finally, there are the students, or the tutored, who are the
beneficiaries of this activity.
Another concept was also determined that indicates that tutorial action is favorable for
students as long as it is carried out in a planned manner with well-planned objectives
and goals (Martínez, Pérez, & Martínez 2018), an affective and empathetic
communication and a fluid and cordial relationship among all participants (López, &
González, 2018; Sánchez, Luna, & López, 2019 ); all this will result in a quality mentoring
program, necessary in these times in which higher education has become progressively
massified and depersonalizedwith greater emphasis on some professions (Delgado-
García, Conde, & Boza,2020).
In relation to the benefit obtained by the student, previously the concept was that
academic development represented the primary objective of tutoring . However now,
personal-social development and professional development have also been added; this
represents a more comprehensive concept of education (Bejar, 2018; Alonso-García,
Rodríguez-García, & Cáceres-Reche, 2018), although it is necessary to differentiate the
tutoring programs according to the characteristics of the students and their professional
studies (Gargallo, Pérez-Sanz, & Esteban-Salvador, 2019 ); for this reason, tutoring
programs should be evaluated on an ongoing basis, examining what students think,
assessing both the priorities and needs they perceive (Martínez et al., 2020; Alves,
Simao, & Leitinho, 2018 ).
Similarly, in relation to the tutor, it was found that he/she must have the ability to identify
the characteristics of students and enhance their capabilities to promote their self-
learning and collaborative work ; for this - in addition to having mastery of the course -
he/she must have competencies such as empathy, leadership, communication,
teamwork, as well as pedagogical preparation(Sánchez, Luna, & López, 2019; Batista et
al., 2019; Miranda et al., 2019); for this reason, the need arises for teachers who are
going to exercise tutoring to be selected based on the aforementioned characteristics
( Lagarda, Rodríguez, & Vera, 2020 ); however, the vast majority of university teachers -
because of the profession they have followed- do not have pedagogical training, this is
a reality that influences the quality of tutoring ; because of this, courses and trainings
should be programmed for teachers who will perform the tutoring tasks referred to the
mentioned competencies (Aguilar-Salinas, Chávez-Valenzuela, & de las Fuentes-Lara,
2017; Aguilera,2019).
Another important aspect is the one that refers to virtual tutoring that in times of
pandemic takes special relevance, in this regard only three investigations were found in
which it is mentioned that the teacher must have developed digital skills ; in addition to
University tutoring: face-to-face or virtual: a systematic review
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carrying out the tutorials with didactic strategies that motivate the student and keep
their attention, the result obtained was that the tutored preferred face-to-face tutoring
rather than virtual(Toledo,2019; Toledo, 2017; Carranza et al.,2020). Finally, in relation
to the question of this review article, several answers have been found -mostly
favorable- that show that tutorial activity has served to decrease student dropout, delay
in academic progress, improve academic performance and favor student development
in personal -social, academic and professional aspects (Díaz, 2020; Di Vita, Daura, &
Montserrat, 2020; Martínez et al., 2020;Guerrero, & Tigrero, 2020; Benites, 2020;
Sánchez, Luna, & López, 2019; Bejar, 2018; Fernández, & Barbagallo, 2017).
Conclusions
Tutorial action is an effective procedure to reduce the gap that exists in education
(Clerici, & Da Re, 2019) and represents an indicator of quality if it is properly organized
and structured with training and incentive programs for the tutor and with permanent
evaluations of the tutoring program that allow identifying needs and shortcomings that
should be corrected in a process of continuous improvement. This implies that tutors
should have the necessary competencies to actively involve students and motivate them
so that they reach autonomy in their learning processes (Di Vita, Daura, &
Montserrat,2020;Carranzaet al., 2020) or also promote the realization of workshops that
contribute to the integral development of the student (Javier Napa et al., 2019); in cases
where tutoring has been developed in this way, the results achieved have been of
benefit to students (Di Vita, Daura, & Montserrat,2020 ); otherwise the lack of support
and recognition to the tutorial activity brings opposite results (Martínez et al.,2020). On
the other hand peer tutoring had satisfactory results and helped to improve the
academic performance of the tutored, resulting in an important alternative that can be
taken into account when implementing a tutoring program (Blakman,& Bermúdez,
2020;Estevam et al., 2018). In relation to the moment of application of the tutorial
action, this was carried out at the entrance of students to the university ; however, due
to the favorable results achieved, its application to the entire university studies should
be considered. Finally, it is important to promote the development and application of
virtual tutoring, training teachers in transversal and digital skills so that they can continue
with their tutoring activities while the limitations in which we find ourselves as a result
of the pandemic last.
…………………………………………………………………………………………….
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Miguel Ángel Zubiaur Alejos* Jesús Emilio Agustín Padilla Caballero
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anexploratory study on the opinion of
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