This article presents a qualitative analysis regarding the possible implications of the development of the theoretical framework for university training on education. On the basis of the theoretical research, the need to recognize the context in which the students' research experience takes place is identified, apart from recognizing and differentiating the components of the theoretical framework. All of the above should be based on the promotion of critical thinking and argumentative capacity from the beginning of the university studies in order to develop a critical and reflective capacity so that it can be extrapolated in the future teaching action in the classroom. The tutorial action, the hypothesis of progression and the curriculum design must allow the establishment of strategies that improve the personalized attention of the students once they begin their research experience. Fin...

This article presents a qualitative analysis regarding the possible implications of the development of the theoretical framework for university training on education. On the basis of the theoretical research, the need to recognize the context in which the students' research experience takes place is identified, apart from recognizing and differentiating the components of the theoretical framework. All of the above should be based on the promotion of critical thinking and argumentative capacity from the beginning of the university studies in order to develop a critical and reflective capacity so that it can be extrapolated in the future teaching action in the classroom. The tutorial action, the hypothesis of progression and the curriculum design must allow the establishment of strategies that improve the personalized attention of the students once they begin their research experience. Fin...

This article presents a qualitative analysis regarding the possible implications of the development of the theoretical framework for university training on education. On the basis of the theoretical research, the need to recognize the context in which the students' research experience takes place is identified, apart from recognizing and differentiating the components of the theoretical framework. All of the above should be based on the promotion of critical thinking and argumentative capacity from the beginning of the university studies in order to develop a critical and reflective capacity so that it can be extrapolated in the future teaching action in the classroom. The tutorial action, the hypothesis of progression and the curriculum design must allow the establishment of strategies that improve the personalized attention of the students once they begin their research experience. Fin...

 El proceso reformista universitario europeo requiere una nueva visión de la relación entre el docente y el estudiante. En este artículo se analiza cómo el contexto universitario español ha demandado adaptaciones en el rol del docente en relación con las nuevas tecnologías identificando la relevancia de la tutoría virtual como oportunidad para comprender otro sentido del proceso de enseñanza y aprendizaje. Desde lo cualitativo se aborda el tema de estudio para caracterizar el contexto universitario español y la tutoría virtual. Se identifica la necesidad de formación didáctica al docente, más allá del fomento a la investigación académica además de proponer una tipología de la tutoría virtual a partir de cinco niveles. Finalmente, Bolonia centra su atención en el estudiante, sin embargo se tiende a continuar con las mismas prácticas anteriores a la reforma. La tutor...

The European university reform process requires a new approach into the relationship between faculty and students. This paper analyzes how the Spanish university context has demanded adaptations for the faculty’s role in the presence of new technologies, identifying the relevance of virtual tutoring as an opportunity to understand another meaning of the teaching and learning process. From a qualitative standpoint, the topic of study is addressed in order to characterize the Spanish university context and virtual tutoring. The faculty’s training need is identified beyond promoting academic research, in addition to proposing a new classification of virtual tutoring based on five levels. Finally, Bologna centers its attention on the student; however, the practices established before the reform are still ongoing. Virtual tutoring, together with the motivational factor, constitutes one of...

The European university reform process requires a new approach into the relationship between faculty and students. This paper analyzes how the Spanish university context has demanded adaptations for the faculty’s role in the presence of new technologies, identifying the relevance of virtual tutoring as an opportunity to understand another meaning of the teaching and learning process. From a qualitative standpoint, the topic of study is addressed in order to characterize the Spanish university context and virtual tutoring. The faculty’s training need is identified beyond promoting academic research, in addition to proposing a new classification of virtual tutoring based on five levels. Finally, Bologna centers its attention on the student; however, the practices established before the reform are still ongoing. Virtual tutoring, together with the motivational factor, constitutes one of...