Abstract
Socially disadvantaged students, who do not have sufficient knowledge of the language of instruction or do not have the necessary educational support from their parents, are at high risk of falling behind in education during distance learning. One of the effective tools to support these students is online tutoring.
The text of the article presents the experience of a group of tutors who in 2020 carried out more than a thousand hours of tutoring. The aim of the research was to identify barriers and specify examples of good practice in online tutoring of socially disadvantaged students.
The source of research data was the analysis of written reflections, in which lecturers evaluated the process of online tutoring. Identified barriers in online tutoring of socially disadvantaged students were in particular: Insufficient technical equipment, lack of knowledge about the use of technical equipment, inaccessibility of school online learning environment for external lecturers, insufficient knowledge of Czech language in students with different mother tongue and their parents, difficult communication about school assignments and difficulties in maintaining students' attention.
Examples of good practice were identified in the following areas: Individual approach of lecturers to the organization of tutoring, variability of choosing a suitable tutoring platform, screen or whiteboard sharing, setting up functional communication about assignments, use of educational websites and applications, use of measures to promote attention and leisure activities. Identified barriers and examples of good practice can support the further development of online tutoring for socially disadvantaged students.