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A lo largo de dos cursos académicos consecutivos (en el marco de Convocatoria de Redes de Investigación para la Innovación Docente para la adaptación de la docencia al Espacio Europeo de la UNED), el Grupo de Investigación DOCAP (Desarrollo y Orientación de la Carrera Profesional) y el COIE de la UNED han llevado a cabo una experiencia-piloto poniendo en marcha un modelo específico de orientación y mentoría para nuevos estudiantes. Dicho modelo contempla dos figuras fundamentales: la del consejero/a, que es desempeñada por un/a profesor/a tutor/a, y la del compañero/a-mentor/a. Esta úl-tima figura, desempeñada por estudiantes de últimos cursos y que, por tanto, han logrado una buena adaptación académica y desarrollado competencias adecuadas de estudio en la UNED, es idónea para ayudar a aquellos/as nuevos/as estudiantes que se enfrentan al inicio de sus estudios en esta universidad. Frecuentemente, estos estudiantes suelen compatibilizar diversos roles vitales y profesionales, no tienen hábitos de estudio, ni tampoco habilidades para el estudio autorregulado, de manera que se enfrentan a una situación nueva en la que, a pesar de disponer de una amplio abanico de recursos, no han aprendido aún a utilizarlos. El compañero-mentor ocupa un lugar fundamental, al situarse en el centro de la relación de mentoría y ser el motor que dinamiza al estudiante y le orienta en su proceso de adaptación académica y en el logro de sus objetivos y expectativas.El trabajo que se presenta está centrado en los resultados de las evaluaciones llevadas a cabo a lo largo del proceso de mentoría, analizando cómo se Facultad de Educación. UNED Educación XX1. 15.2, 2012, pp. 93-118

In the context of increased emphasis on quality assurance of teaching, it is crucial that student evaluation of teaching (SET) methods are both reliable and workable in practice. Especially, online SET tends to raise criticisms with those most reactive to mechanisms of teaching accountability. However, most studies have been conducted with convenience, small and cross-sectional samples. Longitudinal studies are rare, as comparison studies on SET methodological approaches are generally pilot studies followed shortly after by implementation. The investigation presented here significantly contributes to the debate by examining the impact of the online administration method of SET on a very large longitudinal sample at course level. The study explores the impact of the administration method of student evaluations of teaching (paper based in-class versus off-class online collection) on scores with a longitudinal sample of over 63,000 student responses collected over a total period of ten years. Having adjusted for the confounding effect of class size, faculty, year of evaluation, years of teaching experience and student performance, it is observed that the actual effect of the administration method exists, but is insignificant.

This study investigates how computer mediated communication (CMC) can sustain nourishing and emotionally enriching peer mentoring relations. A peer electronic mentoring program was implemented in an Irish university to facilitate freshmen's transition to college. A sample of 123 participants (42 mentors and 81 mentees) was evaluated with a combination of mixed methods including a pre-program adjustment scale, online participation records, content analysis of online interactions and end of program interviews. Results reveal that volunteer freshmen experienced greater psychoemotional needs than the general student population. Personal and emotional interactions often developed, especially if the mentoring pair met face-to-face first and the fresher did not have an alternative support network. However, mentors often expected to develop intimate and lasting support relationships while mentees did not always share this expectation. Perceptions of CMC were strongly determined by individual preferences. Implications for e-mentoring programs and Web 2.0 use are discussed. *Title Page (WITH Author Details) Volunteer freshmen experienced greater psychoemotional needs than the general student population.  Psychoemotional support developed when the mentoring pair met face-to-face first and the fresher did not have alternative support  Mentors often expected to develop intimate and lasting support relationships while mentees did not always share this expectation.  Perceptions of CMC were strongly determined by individual preferences.

This study investigates the process of adjustment among adult learners by focusing on their own perceptions as they make the transition to higher education in an Irish setting, in order to gain a richer understanding about early university experience. The analysis of the journal-based reflections confirms existing insights about the complexity of the adjustment process, emphasizing that adult students seem to face particular challenges and opportunities that may not prevail among their younger counterparts. The data provides a more personal and subjective picture of adjustment issues than has typically been available to date. The benefits of keeping and using insights from reflective journals are explored and in conclusion a "V-curve" model of mature student adjustment is proposed that suggests a more extreme form of the long established "U-curve" theory derived from organizational literature on adjustment.

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Este trabajo tuvo como propósito analizar los motivos de elección de estudios y establecer perfiles motivacionales diferenciados en estudiantes universitarios de nuevo ingreso en la Universidad Católica Argentina (UCA). Para ello se diseñó y validó un cuestionario ad hoc, estructurado en tres escalas de motivación: (1) Motivos de superación profesional y altruismo; (2) Búsqueda de prestigio y solvencia económica y (3) Motivos de evitación. El cuestionario se aplicó a la totalidad de los estudiantes de nuevo acceso a la UCA en el curso académico 2013-2014 (1 156 estudiantes de diferentes disciplinas). Los resultados permitieron establecer la existencia de grupos diferenciados de estudiantes y obtener un modelo predictivo de clasificación destinado al diseño de acciones de orientación que tengan en cuenta sus motivaciones y necesidades en un contexto determinado.