Bmentoría: experiencia para los estudiantes nuevos en una universidad a distancia

ABSTRACTOrientation and reception plans emerge in universities as one of the facilitating measures in transit situations arising in this educative stage. A strategy recognized as a highly recommended measure to accompany the students in their first year at university, is peer mentoring. This article intends, on the one hand, to offer an overview of the pilot program of bMentorship carried out in the Associated Center of the UNED (Spanish Open University) in Seville started during the 2014/2015 academic year; and on the other hand. The methodoly have been supported through exploratory study , as well as quantitative, descriptive and inferential , in the dame way It implement cluster analysis techniques in order to detect either groups or profiles according to the difficulties encountered at the start of their degrees. The type of detected needs corroborates the data obtained in other similar researches (Callejo, 2001; García-Aretio 1994; Sánchez-Elvira, Fernández and Amor, 2006; Sánchez, Manzano-Soto, Martín-Cuadrado, Oliveros, Rísquez, and Suárez, 2009), although other needs related to digital skills preventing them from personal development and participation in the educational community stand out. The most used social media in bMentoría's for communication are WhatsApp and email, with a response rate of 56% and 40%, respectively. The resolution of important issues is performed in the context of the associated center, preferably. The bMentoría model shows the importance of combining formal and informal spaces, both face-to-face and virtual, in the development of the relationship between peers.RESUMENLos planes de orientación y acogida surgen en la universidad como una de las medidas facilitadoras en las situaciones de tránsito que sobrevienen en esta etapa educativa. Una estrategia reconocida como medida muy recomendable para acompañar a los estudiantes en su primer año de universidad es la mentoría entre iguales. Este artículo pretende, por un lado, ofrecer una panorámica sobre el programa piloto de bMentoría llevado a cabo en el Centro Asociado de la UNED en Sevilla iniciado en el curso académico 2014/2015; y por otro, presentar algunos de los resultados del primer año. La metodología se ha realizado mediante un estudio exploratorio, de carácter cuantitativo, descriptivo e inferencial que incorpora un análisis de conglomerados a fin de detectar grupos o perfiles en función de las dificultades encontradas al inicio de sus estudios. El tipo de necesidades detectadas corroboran los datos obtenidos en otras investigaciones (Callejo, 2001; García-Aretio, 1994; Sánchez-Elvira, Fernández y Amor, 2006; Sánchez, Manzano-Soto, Martín-Cuadrado, Oliveros, Rísquez, y Suárez, 2009), aunque despuntan otras necesidades relacionadas con las competencias digitales que les impide realizarse personalmente y participar en la comunidad educativa. Los medios electrónicos más usados en la relación de bMentoría son el WhatsApp y el e-correo, con un porcentaje de respuesta del 56% y el 40%, respectivamente. Los temas importantes se resuelven en el centro asociado, preferiblemente. El modelo de bMentoría muestra la importancia de combinar espacios formales e informales, presenciales y virtuales en la relación entre iguales.ABSTRACTOrientation and reception plans emerge in universities as one of the facilitating measures in transit situations arising in this educative stage. A strategy recognized as a highly recommended measure to accompany the students in their first year at university, is peer mentoring. This article intends, on the one hand, to offer an overview of the pilot program of bMentorship carried out in the Associated Center of the UNED (Spanish Open University) in Seville started during the 2014/2015 academic year; and on the other hand. The methodoly have been supported through exploratory study , as well as quantitative, descriptive and inferential , in the dame way It implement cluster analysis techniques in order to detect either groups or profiles according to the difficulties encountered at the start of their degrees. The type of detected needs corroborates the data obtained in other similar researches (Callejo, 2001; García-Aretio 1994; Sánchez-Elvira, Fernández and Amor, 2006; Sánchez, Manzano-Soto, Martín-Cuadrado, Oliveros, Rísquez, and Suárez, 2009), although other needs related to digital skills preventing them from personal development and participation in the educational community stand out. The most used social media in bMentoría's for communication are WhatsApp and email, with a response rate of 56% and 40%, respectively. The resolution of important issues is performed in the context of the associated center, preferably. The bMentoría model shows the importance of combining formal and informal spaces, both face-to-face and virtual, in the development of the relationship between peers