Tutoring throughout pandemic times: professors’ and tutors’ experiences at a public university’s business course

Abstract

The academic tutoring, as a mean to motivate the student to teaching activities, remain poorly understood. Amid the Covid-19 Pandemic and it consequent lockdown, learning and monitorship became remote-based, urging for new configurations by professors’ and tutors’. This present study seeks to understand, by the logic of these actors, how did occurred the referred adaptation of learning and tutoring practice through this context. It was used, as a method, the basic qualitative research, interviews and additional document survey were conducted. It was concluded that academic tutoring and learning practices itself didn’t change in its essence, it just passed through contextual and incremental changes, through an experiential learning process trial coming. It was inferred that many practices and tools adopted will become incorporated to the post-pandemic scenario, and the lessons learned through it unfavorable context, will become interesting. It study contributes to the academic tutoring study field and expands the notion about the pandemic scenario impact to the present and to the future of higher education.