Tutorización virtual de Trabajos Final de Máster (TFMs): una experiencia práctica

Abstract

The tutoring processes have evolved towards approaches that promote the use of active methodologies and autonomous learning. Learning and Knowledge Technologies (LKT) provide a propitious environment to the implementation of this type of methodologies, which contrast with the traditional model of face-to-face teaching. That is why these proposals must be accompanied by strategies that facilitate the student to have satisfactory digital work experiences. Therefore, the aim of this work is to present the virtual tutoring experience of a Master Dissertation, explaining the process and the results from the perception of the student. The study consisted of explaining and consolidating a system of virtual interaction based on the use of four channels of contact: the platform Moodle®, email, Skype® and Facebook®. Using these tools, efforts were made to ensure both the exchange of resources and the correction and feedback of the process and the formal and informal communication systems. Once the tutorial was finished, the student was asked to write a story that reflected his vision of the process, in order to give a voice in this study. The obtained results indicate that the virtual tutoring was successful, since it allowed maintaining a direct and effective contact between the student and the tutor, besides sequencing the work, elements that we consider that have positively influenced in obtaining a good result. This experience has allowed us to better understand the dynamics of work through LKT, a fact that encourages us to persevere in and improve the method in future editions.