Mentoring in higher education helps learners acclimate to a new academic topic, increases the likelihood of academic success, and reduces attrition. Learners rely on the expertise and experience of mentors to help them graduate in a timely manner and advance on to their career. As online and distance education becomes more pervasive, computer-mediated mentoring allows learners to connect with their mentors in new ways. Research about mentoring in higher education includes investigations into the efficacy of virtual or e-mentoring. We conducted a literature review of research from 2009 to 2019 to identify relevant elements for implementing e-mentoring programs in higher education. Our research revealed that there is a consistent interest in the subject matter within educational research; however, there is a gap on virtual mentoring in higher education for students conducting offsite internships. Our research reviews e-mentoring programs, identifies how these programs are evaluated, identifies factors of successful programs, and establishes a research agenda in areas of e-mentoring programs for students in offsite internships and how they can be structured to achieve the same level of success.

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RESUMENEste artículo detalla y analiza las percepciones del nivel de dominio de las competencias profesionales que los estudiantes en práctica laboral del programa

Esta investigación se centra en el papel que ejercer el e-mentoring como estrategia de apoyo académico y profesional en la práctica empresarial de los estudiantes de sexto semestre del programa de Mercadeo Nacional e Internacional de la Universidad de Manizales. El e-mentoring está orientado a crear relaciones de ayuda, busca proporcionar un entorno virtual seguro donde el mentee pueda compartir cualquier problema crítico que afecte su éxito profesional y personal. Su objetivo principal es garantizar que los participantes se sientan "conectados" y tengan la facilidad de crear comunidades utilizando elementos claves como la interacción (Rovai, 2002). En este sentido, su integración en el contexto universitario supone brindar y facilitar la transición a la vida laboral de estudiantes en prácticas empresariales. Bajo este planteamiento, este trabajo tiene como objetivo potenciar la empleabilidad de los estudiantes utilizando un programa de e-mentoring, acercándoles a la realidad del mundo laboral formalizando una relación de colaboración virtual con mentores profesionales que tienen experiencia en sus respectivos sectores. Para dar respuesta a este objetivo se ha llevado a cabo, a priori, un estudio descriptivo para reconocer las competencias transversales en la formación de los estudiantes del programa de Mercadeo Nacional e Internacional, y así, considerar un diseño didáctico, eficaz y oportuno de un programa de e-mentoring a implementar. Por tal motivo, y mediante el uso de cuestionarios se han reconocidos las competencias existentes, ofreciendo una serie de las posibilidades conceptuales que ayudarán a determinar los elementos de refuerzo competencial en el programa de mentoring. Tras los resultados alcanzados se diseñará un programa de mentoring bajo el modelo ADDIE con el fin de acelerar la adquisición y refuerzo de competencias de los estudiantes en práctica empresarial.

Mentoring is a practice that supports learning, experimentation and helps students in Higher Education to develop their potential. A mentoring relationship is one in which both the mentor and mentee, recognize the need for professional and personal development.participating academic programs. For such process, two parts have been developed, firstly, a pilot study for the validation of the e-mentoring program generated, in a Colombian university with students of academic internship of a Marketing program. After the results achieved in this first study, the program is adapted and an experimental study is implemented, in which three academic programs from three universities (two Colombian and one American) are integrated, the same Marketing program, a Bachelor's degree program in technology and Computer Science from a Faculty of Education and a Medical program, respectively. As this was a pretest-posttest study, a competency evaluation rubric was used to assess the skills, dispositions and competency domains of the participants and a satisfaction survey designed to measure the impact of the program.After the data analysis implemented in both studies, it is highlighted that the competency levels of each participant sample improved after having implemented the mentoring program. A competency improvement is recognized in the post-test study and a positive recognition by the mentors of these improvements. Likewise, the level of satisfaction with the program is high, recognizing the implementation of the program, the resources used and the adequate training of the mentors.At the end of the study, it is considered relevant to highlight a series of recommendations. On the one hand, a replication study of this research to control to what extent the improvement in competencies is conducted by the mentoring program or by the practice process, with the inclusion of a control group that does not participate in the mentoring effect. On the other hand, other recommendations, at a more formative level, invite to explore the creation of formal mentoring programs that allow students of academic internships to participate in their own personal and professional development; at the level of process development, it is important to encourage and maintain mentoring in Higher Education institutions, informing of its professional and academic value.

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The main objective of this study was to explore the perceptions of LGBTQIA+ students regarding sexual and gender diversity in the university context by (1) identifying conceptions about a being LGBTQIA+ student in the higher education context, (2) researching perceptions of the stigma and discrimination against, and inclusion of LGBTQIA+ students and (3) to recognize discourses and scenarios identified by students in the university context regarding sexual diversity and gender diversity, distinguishing their experiences in the classroom as well as in the university, with their peers and with their professors. This research was based on a quantitative method, the sample consisted of 171 students from the School of Medicine of a public university in the United States in the state of Texas. The results showed that there is currently a greater knowledge of the subject of sexual and gender diversity and of the spaces and resources offered by the university on the subject compared to previous years, however, it is found that knowledge is still limited and that this knowledge may possibly be due to the faculty in which they study.

El presente artículo, se enmarca desde un estudio científico de la percepción del impacto de las prácticas del programa de Licenciatura en Tecnología e Informática, durante el año 2017 por parte de los escenarios de práctica educativa y pedagógica, brindando un panorama de desarrollo tanto gerencial, como académico de la práctica pedagógica, por parte de los practicantes de séptimo y octavo semestre desde los componentes profesionales, académicos y sociales. Considerando que la práctica profesional se entiende como un proceso fundamental dentro de la formación del futuro docente en cuyo desarrollo el alumno practicante manejará los elementos propios del proceso de enseñanza y aprendizaje y los principios de cada ciencia en particular. El documento sintetiza los resultados obtenidos de la aplicación del que tuvieron como objetivo analizar las dinámicas prácticas en relación a los componentes profesional, académico y social y que permiten ampliar la mirada sobre calidad