Abstract:

The COVID-19 pandemic had a significant impact on all aspects of society, and one of the areas most notably affected was the education sector. This period of global crisis forced the education community to rethink and adapt rapidly to new approaches and paradigms, and technology became a key ally in this transformation process. There was a rapid adoption of online modalities, including e-tutoring. As educational institutions have returned to normality, it is evident that e-tutoring was not just a temporary solution but has become an integral part of the educational landscape, understood as the provision of tutoring services through online platforms. The aim of this article is to analyse in detail the implications and the continuing role of e-tutoring in higher education. To do so, a survey directed to both students and lectures was carried out at Escuela Politécnica Superior de Alcoy – Universitat Politécnica de València (Spain).

On one hand, participants were asked to provide insights into the advantages they perceived, such as the suitability of accessing tutoring services remotely, the flexibility to schedule sessions, and the accessibility with diverse range of multimedia resources. Additionally, the survey was focused on the participants' perception on the personalized nature of e-tutoring and the benefits of recording sessions. On the other hand, participants were also asked about drawbacks associated with e-tutoring. These weaknesses encompassed technological and connection limitations, the absence of face-to-face interaction, challenges in effective communication, difficulties in assessing student understanding, and concerns related to security and privacy, among others.

Keywords:

E-tutoring, online, post-COVID.