Abstract:

Currently and derived from the pandemic, information and communication technologies (ICT) have played a fundamental role in developing online tutoring with Higher Education Institutions (HEI) students. As a continuous and coherent process that allows the personal development and the monitoring of the student's school trajectory in charge of an academic tutor (AT) and throughout their university stay, guiding them in the decisions related to the construction of their professional profile and reduce the dropout rates.

Based on the need for reflective analysis of this activity in the atypical scenarios that have arisen for the covid-19 pandemic, this study intends to establish better care strategies for higher-level students. The object of study is the evaluation by said students to the online tutorial attention received, reflected in an index of tutorial attention (ITA) that measures the performance of the AT.

The methodology presents a non-experimental - cross-sectional quantitative vision with a descriptive scope. The spatial dimension encompasses accounting and administration degrees that operate a blended system in a public HEI, considering the ITAs reports issued by the institutional tutorial system from August 2019 to July 2021. This analysis compares ITAs of both degrees before and after the pandemic. Looking to identify if these indexes had a favorable impact from the evaluation of the online AT. In the end, the results of this research include proposals for continuous improvement and strategies implementation that strengthen the performance of the AT and contribute to the student's comprehensive training from the HEI subject to study.

Keywords:

Evaluation, Performance, Academic Tutor, Tutorial Attention Index.