Mentoring, e-mentoring, tutoring, academic transition, university orientation, higher education, distance education
This paper reports a model of tutorial guidance and mentoring in college
that has been implemented at the Spanish National University for
Distance Education for two academic years, in order to welcome new
students and provide them with orientation, thus enhancing the quality
of their academic transition and early adjustment. Designed with the
distance methodology, the model incorporates the role of the advisor
(played by a faculty mentor) and peer mentors (senior students) and
combines the use of e-mentoring with face-to-face mentoring. This
guidance intervention is organised around the Tutorial Guidance Plan,
starting with web-based specific training for those involved. Thus, new
students can receive guidance and advice from a personal advisor and a
peer mentor for at least their first year at university. The programme
was validated using a complex research design to assess the process and
product. Data were collected using ad-hoc questionnaires, interviews,
diaries, records and discussion groups. The results corroborate the
benefits participants gained from this mode of guidance. The evaluations
describe students’ orientation needs, the evolution of the helping
relationship, the points it addressed and the means of communication
used. A general assessment of the programme and the satisfaction of
participants’ expectations is also given. From the assessment of
benefits, it is concluded that the model is viable and applicable in
distance higher education. Also, the model makes it possible to
demonstrate the suitability of this methodology for achieving a flexible
mentoring relationship tailored to the needs of each student.