Integral tutoring indicators from the perception of Mexican public universities students.

Abstract

This paper aims to identify indicators of the functioning of university tutoring from the perception of students from three public universities in Mexico. A semi-structured interview was designed and conducted on sixty students, discourse where coded by two experts. 1064 units of analysis were detected and reduced to 85 indicators; indicators were organized on 4 factors that configure tutoring. Differences were found in the structure of tutoring, tutor's knowledge, teaching strategies and achieved learning depending on whether tutoring was academic, professional, or institutional oriented. Results allow reflection on the importance of students' discourses and on the structure and quality of tutoring as a program and as a didactic event.