In times of change and reformulations we are living in Higher Education, one of the topics on the stage of the innovation and quality of education is the university tutoring. Its prominence is the important role played in relation to the integral formation of the students, both in the role that plays as one of the pillars of education focusing on learners and learning.

The university tutoring is one of the key elements to develop the new educational concept that involves the european convergence. It should be understood as a process which helps the students all the tools and resources to cover their personal, academic and professional goals successfully since it contributes to the customization and individualization of the teaching-learning processes (Álvarez González, 2008).

It's a role that demands its participants development and evolution of skills, attitudes, knowledge, values, etc. as well as the opening to aspects of the personality of each, which are almost always outside a traditional educational interaction.

Mentoring puts into play professional and human dimensions in a relationship is not easy to handle and, for some of them university professors has not been formed.

Mentoring acquires a relevant role, both as a cornerstone of the educational function as key strategic action for the development and comprehensive training of the student. It is constituted as the nuclear action of teaching practice and now becomes a factor of quality and added value (Rodríguez Espinar, 2008). Today more than ever the university tutoring is a value on the rise in the european system of Higher Education.

Immersed in the information society and knowledge and with the full of the information technologies and communication integration, virtual mentoring figures prominently in the development of the action tutorial, because that enables communication in shortest time breaks down geographic barriers, facilitates the exchange of a greater amount of information and helps to overcome certain communication barriers, etc. (García-Valcárcel, 2008; Brock, 2010; Fedynich & Bain, 2011). However, we understand that this modality is not simply to use timely and isolated from any specific tool such as e-mail, but that requires the use of a variety of virtual tools of communication available to teachers and students.  Its continued use may enrich the communicative exchange and this whole process. For this reason, from this research we propose the following objectives:

1.       To determine the knowledge that students have about virtual tutoring, as well as the frequency and the use made of it.

2.       Understanding and analysis of the type of tools used in relation to the virtual tutoring, as well as its purpose.

This work is part of a broader study carried out from the Department of M.I.D.E. of the Faculty of Education, University of Murcia, whose purpose is to analyze the characteristic features of the university tutoring center.

- Álvarez González, M. (2008). La tutoría académica en el Espacio Europeo de la Educación Superior. Revista Interuniversitaria de Formación del Profesorado, 22 (1), 77-88. - Brock, T. (2010). Young adults and Higher Education: barriers and breakthroughs to success. The Future of Children, 20 (1), 109-132. - Fedynich, L. V. & Bain, S. F. (2011). Mentoring the successful graduate student of tomorrow. Research in Higher Education Journal, 12, 1-7. Recuperado de http://www.aabri.com/rhej.html. - García-Valcárcel, A. (2008). La tutoría en la enseñanza universitaria y la contribución de las TIC para su mejora. RELIEVE, 14 (2), 1-14. Recuperado de http://www.uv.es/RELIEVE/v14n2/RELIEVEv14n2_3.htm. - Rodríguez Espinar, S. [Coord.] (2008). Manual de Tutoría Universitaria (2ª Edición). Barcelona: Octaedro/ICE-UB.