The tutor's role in distance education: A Diachronic Analysis 2018-2025

Abstract

The expansion of distance learning in higher education has reshaped the role of the tutor as a central figure in digital education. This study presents the first results of a diachronic research project on students' perceptions of the tutor in the online Bachelor's Degree in Education Sciences (L-19) at Roma Tre University. Using the same self-administered questionnaire, it compares responses from two cohorts: academic years 2017/18 and 2024/25. The research explores key aspects of the tutor's role, including mediation between students and faculty, support in accessing university services, fostering active participation in online forums, and overall guidance throughout the learning process. Preliminary findings suggest that the program’s growth and maturity have influenced how students perceive the tutor’s effectiveness, offering valuable insights for rethinking this role in contemporary tertiary education, both within and beyond academic settings.