Distance learning: tutor skills from the perspective of tutoring supervision

• DOI: https://doi.org/10.22533/at.ed.5585112523079

• Palavras-chave: Tutoring. Professional Competence. Distance Learning.

• Keywords: Tutoring. Professional Competence. Distance Learning.

• Abstract:

  The objective of this article is to describe the work of a distance learning tutor from the perspective of a tutoring supervisor. Distance learning (DL) has gained prominence in the current century, driven by the popularization of technology and the COVID-19 pandemic. This modality allows educational institutions to reach students in remote areas, promoting inclusion and access to quality education. Specialization in distance learning, especially for nursing technicians, offers training and updating opportunities that are essential to meet the demands of the job market. The role of the distance tutor is fundamental, as they monitor and motivate students, facilitating learning in the Virtual Learning Environment (VLE). The tutor should be a human presence, promoting a welcoming and stimulating environment, while the Tutor Supervisor acts as a mentor, ensuring that tutors offer adequate support and individualized feedback. Establishing short- and medium-term activity plans is crucial to maintaining group cohesion and student engagement. Clear and effective communication between tutors and supervisors is vital to the success of the courses, as is adapting teaching strategies to the needs of the students. Continuous training for tutors and recognition of their work are essential to ensuring the quality of teaching. In addition, interaction between students and tutors enriches the educational process, reducing dropout rates and increasing completion rates. In summary, distance learning is a powerful tool for professional training, especially in technical areas, promoting the development and updating of skills needed in today's market.