Tutoring as a disruptive element in the executive model of technological universities
Abstract
Disruptive education is characterized by scenarios such as: the intensive and extensive use of new information and communication technologies in learning processes; flexible content and hours; personalized learning. For the purposes of this research, the absence of activities that allow virtual tutoring to improve academic performance in technological universities is proposed as a problem. During the 11 years of implementing face-to-face tutoring at the University, no study had been carried out that described their behavior; therefore, this research serves as the basis for future research related to tutoring in the country's technological university system.
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References
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