Sara Selmi, Lucia Martiniello

E-TUTORING EVOLUTION IN ITALIAN UNIVERSITY CONTEXTS: REFLECTIONS BASED ON STUDENTS' PERCEPTION

Introduction

E-tutoring evolution in italian university contexts: reflections based on students' perception. Discover the evolution of e-tutoring in Italian universities. A qualitative study based on student perceptions offers insights into strategic reforms for online learning.

Abstract

In the Italian university context, we are witnessing a normalization of online degree programs, even in traditionally in-person institutions. E-tutors are also involved in these change processes, and their role has always been considered strategic. A qualitative study conducted through semi-structured interviews with a limited number of students from 5 Italian Universities reveals reflections on possible strategic reformulations of the traditional functions of e-tutoring.

Review

This paper addresses a highly pertinent and timely topic concerning the evolving role of e-tutoring within Italian university contexts, particularly in light of the increasing normalization of online degree programs. The authors highlight the strategic importance of e-tutors in these transitional phases. Through a qualitative study employing semi-structured interviews with a select group of students from five Italian universities, the research aims to generate reflections on potential strategic reformulations for traditional e-tutoring functions. This focus on student perception offers a valuable lens into the practical implications of these changes, making the study relevant to educators, administrators, and policy-makers grappling with the challenges and opportunities of digital higher education. One of the key strengths of this work lies in its specific focus on the Italian university landscape, providing localized insights into a global phenomenon. By investigating students' perceptions, the study adopts a crucial user-centric approach, which is vital for understanding the efficacy and impact of e-tutoring services from the perspective of those directly engaged with them. The qualitative methodology, utilizing semi-structured interviews, is well-suited for exploring the nuanced experiences and rich reflections of students, offering a depth of understanding that quantitative approaches might miss. This approach promises to illuminate practical areas for improvement and innovation in e-tutoring strategies. While the abstract presents a compelling scope, several areas warrant further detail and consideration in the full manuscript. The "limited number of students" needs precise quantification and a justification for the sample size, along with a discussion of its implications for transferability, even within a qualitative framework. Furthermore, clarification on the selection criteria for both the universities and the participating students would enhance the study's methodological rigor. Most importantly, the abstract's promise of "reflections on possible strategic reformulations" should be concretely elaborated in the paper, clearly outlining what these proposed reformulations entail and how they are directly derived from the student data. A more explicit articulation of the theoretical framework guiding these reflections and how they contribute to broader literature on online learning and pedagogical innovation would also significantly strengthen the paper's academic contribution.

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