Pedagogical Role of Tutoring In The Student Monitoring Process In Distance Education: An Umbrella Review

The growth of Distance Education (DE) has intensified the need to improve tutoring models and student monitoring practices. This study presents an umbrella systematic literature review, conducted in accordance with the PRISMA 2020 protocol and structured based on the PICOC strategy, aiming to understand tutoring models, monitoring strategies, and the tools used in DE in higher education. The search across nine databases initially yielded 3,539 studies, of which 30 comprised the final sample. The results indicate a predominance of Brazilian studies and an increase in publications over the analyzed period (2020 to 2025). No unified tutoring model was identified; however, there is a trend toward the use of Intelligent Tutoring Systems, Learning Analytics, and Educational Data Mining for personalization, per-formance prediction, and adaptive interventions. Monitoring strategies con-verge toward a diagnostic and formative perspective, supported by the anal-ysis of data extracted from Virtual Learning Environments (VLE), particular-ly Moodle. Regarding tools, analytical dashboards, Business Intelligence platforms, predictive algorithms, and artificial intelligence-based solutions stand out, including recommender systems and generative AI. It is concluded that monitoring in DE has been consolidating as a data-driven process sup-ported by intelligent technologies, strengthening more systematic, predictive, and learning-centered pedagogical practices.