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RESUMEN Este articulo explora el perfil y las funciones especificas de la figura del e-mentor, en el marco de un master universitario a distancia, dentro de un programa destinado a facilitar la adaptacion academica de los nuevos estudiantes. Concretamente, se estudian los elementos que estan presentes en la configuracion del perfil del mentor dentro de un contexto de educacion superior de posgrado a distancia. El estudio se aborda desde la experiencia y percepciones de los propios mentores. Se emplea para ello un diseno mixto, combinando un analisis cuantitativo (descriptivos y analisis de conglomerados a partir de escalas de valoracion) y cualitativo (analisis de contenido, a partir de grupo de discusion y de un cuestionario abierto), triangulando, por ultimo, ambos conjuntos de resultados. Se constata una alta satisfaccion general con la propia labor de acompanamiento, y la emergencia de ciertas competencias socioemocionales presentes en el ejercicio del rol de mentor y que parecen jugar un papel clave, tales como acompanar en momento de dificultad, motivar y ofrecer apoyo emocional. Se concluye acerca de la importancia de las competencias socioemocionales para ejercer este rol y la necesidad de mantenerse dentro de los limites de las funciones que corresponden a esta figura; asi como, complementariamente, la conveniencia de clarificar dicho rol a los estudiantes beneficiarios del programa. Se concluye asimismo acerca de la relevancia de la formacion especifica en tecnicas de mentoria para este perfil. ABSTRACT This article explores the profile and specific functions of the figure of the e-mentor, within the framework of a distance university master's degree, within a program designed to facilitate the academic adaptation of new students. Specifically, the elements that are present in the configuration of the mentor's profile are studied within a context of postgraduate distance education. The study is approached from the experience and perceptions of the mentors themselves. A mixed design is used for this, combining a quantitative analysis (descriptive and analysis of clusters based on rating scales) and qualitative analysis (content analysis, from a discussion group and an open questionnaire), triangulating, finally, both sets of results. There is a high general satisfaction with the accompaniment work itself, and the emergence of certain socio-emotional competences present in the role of mentor and that seem to play a key role, such as accompanying at times of difficulty, motivate and offer emotional support. It concludes about the importance of socio-emotional competencies to exercise this role and the need to stay within the limits of the functions that correspond to this figure; as well as, in addition, the convenience of clarifying said role to the students who are beneficiaries of the program. It also concludes about the relevance of specific training in mentoring techniques for this profile.

revista española de orientación y psicopedagogía/revista española de orientación y psicopedagogía

Análisis del perfil del e-mentor/a en el marco de estudios de posgrado a distancia//Analysis of the profile of the e-mentor in the framework of distance graduate studies title