The need to improve the teaching and learning process in the European Higher Education Area (EHEA) has led to the optimization of digital resources and the use of existing virtual tools (Vila, Rodríguez-Cano, Flores, Álvarez, Blasco, et al., 2013). The educational potential with computer networks have generated new models of formative management. This concept makes possible to create new learning environments based on virtualization and digitization that greatly optimize the quality of teaching (De Pablos, 2010). These resources have become essential tools that contribute to the acquisition of multiple learnings, motivate students and improve their academic performance and satisfaction (Cecez-Kecmanovic, & Webb, 2000).

The relevance of these resources for the management of students' learning process has been accompanied by a new understanding of the role of teachers that has grown from a single transmitter of information to be a guide and careers adviser as well as a provider of new tools and resources to explore and acquire new learning (Gisbert, 2002, Salinas, 2004). Similarly, the role of the student has been modified by this new methodological change, in which is required that a student has competency to work independently, to think from a critical perspective, to solve problems and adapt to new situations, to make decisions, to develop the ability to work in teams, etc. (Ferro, Martínez, & Otero, 2009; Salinas, 2004).

Among the advantages of this new educational model based on the new technologies, is the space-time rupture that implied traditional education. This new method of learning generates new forms of relationships between teachers and students that, besides being able to share knowledge, information, etc. (Ferro, Martínez, & Otero, 2009) allows the student benefit from continuous contact with teachers by means of e-tutorials. They allow asking at any time the questions that may appear during the training process (Area, 2005; Cabrero, 2008).

At the same time, the relation between students and knowledge has also been modified, since the use of these virtual environments provides a more flexible and adapted solution to the learning needs and characteristics of students who can access all resources at any time and from everywhere. (Area, 2005; Cabrero, 2008). All of this makes easier the self-education and knowledge reprocessing. The fact of being part of a learning community improves interaction among students, develop social relationships that encourage teamwork and promote the clarification of doubts cooperatively (Cecez-Kecmanovic, & Webb, 2000).

In recent years, the potential of digital resources have found a development path as a support resource for university teaching (Area, 2010). In fact, much of the Spanish universities currently benefit from virtual campus or services. The tendency is to combine virtual and face-to-face teaching. In this regard, it is important to underline the advances at the University of La Laguna in recent years and, in particular, the support received from the Vice President for Institutional Quality and Educational Innovation of this institution, to promote innovation projects concerning the curricular integration of new technologies in higher education. It is in this context where arises a teaching innovation project that aims to use the virtual classes as a resource to contribute the acquisition and understanding of the contents of a subject in the second year of Degree in Pedagogy. The aim of this study was to analyze student satisfaction regarding the use of virtual tutorials developed by teachers to extend and complement the theoretical classes, and students to develop practical content.

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