The transformation or adaptation of a traditional distance learning system to a system that recurs to information and communication technology has implications in different levels.  Changes in the methodology occur at the same time as changes in mentality and in the roles of the participants in the process. Among them we highlight the teacher’s practices in which he/she is assigned new roles and responsibilities.

The virtualization of the learning system presumes the alteration of a model centered in the teacher to a model centered in the student. This change implies that the teacher is seen more like a facilitator that helps students in the process of constructing knowledge, through feedback and reports made during their training. According to Mason & Rennie (2008) the role of the teacher or tutor is to design the courses so that they promote constructive interactions among participants and help students individually or collectively, to achieve true meaningful learning.

Our proposal aims to present the strategy adopted by us to manage and monitor the work developed by a team of e-tutors that follow the students’ learning process in a specific course unit.

First we fit in the light of Virtual Pedagogical Model of the Universidade Aberta, the existence of e-tutors, their role, their training and their relationship with the teacher responsible for each course unit. Secondly, we will expose the reason to our choice of methodology of work, its organization and development. Lastly, we will introduce a reflection based in our experience, as well as the e-tutors comments. 

Herrington, J. and all (2010). A Guide to authentic e-learning. London: Routledge Mason,R. & Rennie,F. (2008). E-learning and Social Networking Handbook – Resources for Higher Education. London: Routledge