Silvina Zapata https://orcid.org/0000-0002-4219-2501


El propósito de este estudio de investigación-acción es explorar las percepciones de los estudiantes sobre su experiencia en un ASP[i] implementado en una universidad chilena para alinear la falta de competencias de los estudiantes con el mínimo requerido para lograr buenos resultados. Se hicieron grupos de sondeo [focus group] con 21 participantes que revelaron que los ASP aumentaron la confianza en sí mismo y el logro académico. Sin embargo, hay que mejorar el nivel de consciencia del estudiante sobre los beneficios del ASP para promover su participación. 
[i] Programa de apoyo académico, sigla en inglés.



Enseñanza mutua, enseñanza superior, alumno desertor, tutoría, rendimiento escolar, bienestar del estudiante

AbdulRaheem, Y.; Yusuf, H. T. & Odutayo, A. O. (2017). Effect of Peer Tutoring on Students' Academic Performance in Economics in Ilorin South, Nigeria. Journal of Peer Learning, 10 (7), 95-102. Available at: https://files.eric.ed.gov/fulltext/EJ1147960.pdf

Alzahrani, T. & Leko, M. (2018). The Effects of Peer Tutoring on the Reading Comprehension Performance of Secondary Students with Disabilities: A Systematic Review. Reading & Writing Quarterly, 34 (1), 1-17. doi:10.1080/10573569.2017.1302372
Argyris, C. (2002). Teaching Smart People How to Learn. Reflections: The SoL Journal, 4 (2), 4-15. doi: 10.1162/152417302762251291

Barrett, F. J. & Fry, R. E. (2005). Appreciative Inquiry: A Positive Approach to Building Cooperative Capacity. Chagrin Falls, OH: Taos Institute.

Berkeley, G. (1709). An Essay towards a New Theory of Vision. Dublin: Jeremy Pepyat. Available at: https://quod.lib.umich.edu/e/ecco/004848514.0001.000?view=toc, https://www.maths.tcd.ie/~dwilkins/Berkeley/Vision/1709A/Vision.pdf

Bertin, J. C. & Narcy-Combes, J. (2007). Monitoring the Learner - Who, Why and What for? Computer Assisted Language Learning, 20 (5), 443-457. doi:10.1080/09588220701746021

Boyce, M. E. (2003). Organizational Learning is Essential to Achieving and Sustaining Change in Higher Education. Innovative Higher Education, 28 (2), 119-136. doi:10.1023/B:IHIE.0000006287.69207.00

Branson, C. M. (2008). Achieving Organisational Change through Values Alignment. Journal of Educational Administration, 46 (3), 376-395. doi:10.1108/09578230810869293

Braun, V. & Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 3 (2), 77-101. doi:10.1191/1478088706qp063oa

Burgess, A.; Dornan, T.; Clarke, A. J.; Menezes, A. & Mellis, C. (2016). Peer Tutoring in a Medical School: Perceptions of Tutors and Tutees. BMC Medical Education, 161. doi:10.1186/s12909-016-0589-1

Burnard, P. (1991). A Method of Analysing Interview Transcripts in Qualitative Research. Nurse Education Today, 11 (6), 461-466. doi:10.1016/0260-6917(91)90009-Y

Bushe, G. & Kassam, A. (2005). When is Appreciative Inquiry Transformational? A Meta-Case Analysis. Journal of Applied Behavioral Science, 41 (2), 161-181. doi:0.1177/0021886304270337. Available at: http://www.gervasebushe.ca/ai-meta.pdf

Cabrera-Murcia, P. (2017). ¿Cómo diseñar ayudantías que favorezcan el aprendizaje activo de los estudiantes tutoreados? La percepción del ayudante universitario. (Spanish). Estudios Pedagógicos (Valdivia), 43 (3), 47-62. doi:10.4067/S0718-07052017000300003

Carbone, A. (2014). A Peer-Assisted Teaching Scheme to Improve Units with Critically Low Student Satisfaction: Opportunities and Challenges. Higher Education Research and Development, 33 (3), 425-439. doi:10.1080/07294360.2013.841644

Chile, Ministerio de Educación (2016). Ley 20903 crea el Sistema de Desarrollo Profesional Docente y modifica otras normas. Diario Oficial, 1 abril 2016. Available at: https://www.leychile.cl/Navegar?idNorma=1087343, https://www.leychile.cl/Navegar?idNorma=1087343&idVersion=2016-04-01

Chois-Lenis, P. M.; Casas, A. C.; López-Higuera, A.; Prado-Mosquera, D. & Cajas-Paz, E. (2017). Percepciones sobre la tutoría entre pares en escritura académica. Magis: Revista Internacional de Investigación en Educación, 9 (19), 165-184. doi: 10.11144/Javeriana.m9-19.ptpe. Available at: https://revistas.javeriana.edu.co/index.php/MAGIS/article/view/19290

Coghlan, D. & Brannick, T. (2014). Doing Action Research in Your Own Organization. 2nd ed. London, United Kingdom: Sage.

Cohen, L.; Manion, L. & Morrison, K. (2011). Research Methods in Education. 7th ed. London, England: Routledge.

Cook-Sather, A. & Luz, A. (2015). Greater Engagement in and Responsibility for Learning: What Happens When Students Cross the Threshold of Student-Faculty Partnership? Higher Education Research & Development, 34 (6), 1097-1109. doi: 10.1080/07294360.2014.911263

Donoghue, S. (2007). Leadership and Strategy. In S. Marshall (ed.). Strategic Leadership of Change in Higher Education: What's New?, 42-53. Milton Park, United Kingdom: Routledge.

Duckworth, A. L. (2006). Intelligence is not Enough: Non -IQ Predictors of Achievement. Dissertations available from ProQuest. AAI3211063.

Espinoza, O. & González Fiegehen, L. (2013). Access to Higher Education in Chile: A Public vs. Private Analysis. Prospects, 43 (2), 199-214. DOI: 10.1007/s11125-013-9268-8

Fredrickson, B. L. (2000). Why Positive Emotions Matter in Organizations: Lessons from the Broaden-and-Build Model. The Psychologist-Manager Journal, 4, 131-142. doi:10.1037/h0095887

Frenette, M. (2007). Why are Youth from Lower-Income Families Less Likely to Attend University? Evidence from Academic Abilities, Parental Influence, and Financial Constraints. Analytical Studies Branch Research Paper Series. Statistics Canada, Ottawa. Available at: http://citeseerx.ist.psu.edu/viewdoc/download?doi=

Gazula, S.; McKenna, L.; Cooper, S. & Paliadelis, P. (2016). A Systematic Review of Reciprocal Peer Tutoring within Tertiary Health Profession Educational Programmes. Health Professions Education, 3 (2), 64-78. https://doi.org/10.1016/j.hpe.2016.12.001

Gerhart, L. A. (2012). Mentorship: A New Strategy to Invest in the Capital of Novice Nurse Practitioners. Nurse Leader, 10 (3), 51-53. doi:10.1016/j.mnl.2011.09.011

Giles, D. L. & Alderson, S. (2008). An Appreciative Inquiry into the Transformative Learning Experiences of Students in a Family Literacy Project. Australian Journal of Adult Learning, 48 (3), 465-478. Available at: https://files.eric.ed.gov/fulltext/EJ828986.pdf

Giles, D. L. & Kung, S. (2010). Using Appreciative Inquiry to Explore the Professional Practice of a Lecturer in Higher Education: Moving towards Life-Centric Practice. Australian Journal of Adult Learning, 50 (2), 308-322.

Goldberg, R. A. (2001). Implementing a Professional Development System Through Appreciative Inquiry. Leadership & Organization Development Journal, 22 (2), 56-61. doi:0.1108/01437730110382604. Available at: http://orginsight.com/implementing-professional-development-system-appreciative-inquiry/

Hanushek, E. & Woessmann, L. (2011). The Economics of International Differences in Educational Achievement. In E. A. Hanushek, S. Machin & L. Woessmann (eds.). Handbook of Economics of Education, 3 (2), 89-200. Amsterdam, The Netherlands: Elsevier. doi:10.1016/B978-0-444-53429-3.00002-8

Harvey, M. & Kosman, B. (2014). A Model for Higher Education Policy Review: the Case Study of an Assessment Policy. Journal of Higher Education Policy and Management, 36 (1), 88-98. doi:10.1080/1360080X.2013.861051

Heath, H. & Cowley, S. (2004). Developing a Grounded Theory Approach: A Comparison of Glaser and Strauss. International Journal of Nursing Studies, 41 (2), 141-150. doi: 10.1016/S0020-7489(03)00113-5. Available at: http://www.sxf.uevora.pt/wp-content/uploads/2013/03/Heath_2004.pdf

Heslop, B.; Stojanovski, E.; Paul, J. & Bailey, K. (2018). Organisational Psychology and Appreciative Inquiry: Unifying the Empirical and the Mystical. AI Practitioner, 20 (1), 69-90. doi:10.12781/978-1-907549-34-2-11

Holbeche, L. (2006). Understanding Change. Theory, Implementation and Success. Oxford, United Kingdom: Butterworth-Heinemann.

Ishikura, Y. (2015). Realizing Internationalization at Home through English-Medium Courses at Japanese University: Strategies to Maximize Student Learning. Higher Learning Research Communications, 5 (1), 11-28. doi:10.18870/hlrc.v5i1.237. Available at: https://files.eric.ed.gov/fulltext/EJ1132916.pdf

Jacobi, M. (1991). Mentoring and Understanding Academic Success: A Literature Review. Review of Educational Research, 61 (4), 505-532. doi:10.3102/00346543061004505

Jenkinson, K. A. & Benson, A. C. (2016). Designing Higher Education Curriculum to Increase Graduate Outcomes and Work Readiness: The Assessment and Mentoring Program (AMP). Mentoring & Tutoring: Partnership in Learning, 24 (5), 456-470. doi:10.1080/13611267.2016.1270900

Jessop, T. E. (1964). Berkeley's Theory of Vision: A Critical Examination of Bishop Berkeley's Essay towards a New Theory of Vision (review). Journal of the History of Philosophy, 2, 265-269. DOI: 10.1353/hph.2008.1286

Jiménez, V.; Acuña, F.; Quiero, F.; López, M. & Zahn, C. (2015). Evaluation of a Voluntary Tutoring Program in Chemistry, Physics, and Mathematics for First-Year Undergraduates at Universidad Andres Bello, Chile. International Journal of Higher Education, 4 (3), 21-32. doi:10.5430/ijhe.v4n3p21. Available at: http://www.sciedu.ca/journal/index.php/ijhe/article/view/6770/4198

Kalpazidou Schmidt, E. & Faber, S. T. (2016). Benefits of Peer Mentoring to Mentors, Female Mentees and Higher Education Institutions. Mentoring & Tutoring: Partnership in Learning, 24 (2), 137-157. doi:10.1080/13611267.2016.1170560

Keller-Margulis, M.; McQuillin, S. D.; Castañeda, J. J.; Ochs, S. & Jones, J. H. (2018). Identifying Students at Risk: An Examination of Computer-Adaptive Measures and Latent Class Growth Analysis. Journal of Applied School Psychology, 34 (1), 18-35. doi:10.1080/15377903.2017.1328627

Kung, S.; Giles, D. & Hagan, B. (2013). Applying an Appreciative Inquiry Process to a Course Evaluation in Higher Education. International Journal of Teaching and Learning in Higher Education, 25 (1), 29-37. Available at: https://files.eric.ed.gov/fulltext/EJ1016417.pdf

Lemus Ortiz, L. A.; Torres Jiménez, F. S.; Serrano Trejo, M. & Gúzman Bárcenas, G. de J. (2015). La tutoría: eje fundamental para mejorar el rendimiento académico de alumnos de nivel superior / Tutoring: A Fundamental Point for Improving the Academic Performance of Higher Education Students. Innovación Educativa, 15 (67), 89-110. Available at: http://www.redalyc.org/pdf/1794/179438245006.pdf

Locke, J. (1690). An Essay Concerning Human Understanding. London. Available at: ftp://ftp.dca.fee.unicamp.br/pub/docs/ia005/humanund.pdf

Loke, A. Y. & Chow, F. L. (2007). Learning Partnership - The Experience of Peer Tutoring among Nursing Students: A Qualitative Study. International Journal of Nursing Studies, 44 (2), 237-244. doi:10.1016/j.ijnurstu.2005.11.028

Longden, B. & Yorke, M. (2009). Institutional Research: What Problems Are We Trying to Solve? Perspectives: Policy and Practice in Higher Education, 13 (3), 66-70. doi:10.1080/13603100903068957

Longfellow, E.; May, S.; Burke, L. & Marks-Maran, D. (2008). ʻThey Had a Way of Helping that Actually Helpedʼ: A Case Study of a Peer-Assisted Learning Scheme. Teaching in Higher Education, 13 (1), 93-105. doi:10.1080/13562510701794118

Marshall, S. (2011). Change, Technology and Higher Education: Are Universities Capable of Organizational Change? Journal of Asynchronous Learning Networks, 15 (4), 22-34. doi:10.24059/olj.v15i4.203. Available at: https://pdfs.semanticscholar.org/97ea/2eca392e529a764e03aa4386ea2d197b0052.pdf

McDowall-Long, K. (2004). Mentoring Relationships: Implications for Practitioners and Suggestions for Future Research. Human Resource Development International, 7 (4), 519-534. doi:10.1080/1367886042000299816

McNiff, J. & Whitehead, J. (2005). Testing the Validity of Your Claims to Knowledge. In All You Need to Know about Action Research, 161-170. London, United Kingdom: Sage.

Miquel, E. & Duran, D. (2017). Peer Learning Network: Implementing and Sustaining Cooperative Learning by Teacher Collaboration. Journal of Education for Teaching, 43 (3), 349-360. doi:10.1080/02607476.2017.1319509. Available at: http://grupsderecerca.uab.cat/grai/sites/grupsderecerca.uab.cat.grai/files/peer_learning_network_implementing_and_sustaining_cooperative_learning_by_teacher_collaboration.pdf

Oliver, P. (2003). Research and the Respondent: Ethical Issues before the Research Commences. The Student's Guide to Research Ethics. Maidenhead, Berkshire, England: McGraw-Hill/Open University Press.

Organisation for Economic Co-operation and Development, OECD (2015). PISA 2012 Results: What Makes Schools Successful? Volume IV – Resources, Policies and Practices. Paris, France: OECD Publishing. Available at: https://www.oecd.org/pisa/keyfindings/pisa-2012-results-volume-IV.pdf

Paloyo, A. R.; Rogan, S. G. & Siminski, P. M. (2016). The Effect of Supplemental Instruction on Academic Performance: An Encouragement Design Experiment. Economics of Education Review, 55, 57-69. doi:10.1016/j.econedurev.2016.08.005

Piggot-Irvine, E. (2015). Reflecting on Evidence: Leaders Use Action Research to Improve their Teacher Performance Reviews. Canadian Journal of Action Research, 16 (3), 3-26. Available at: https://journals.nipissingu.ca/index.php/cjar/article/view/225/110

Pritchett, L. (2006). Does Learning to Add up Add up? The Returns to Schooling in Aggregate Data. In E. A. Hanushek & F. Welch (eds.). Handbook of the Economics of Education, Volume 1, 635-695. Amsterdam, The Netherlands: Elsevier. doi:10.1016/S1574-0692(06)01011-7

Qureshi, M. A. & Stormyhr, E. (2012). Group Dynamics and Peer-Tutoring: A Pedagogical Tool for Learning in Higher Education. International Education Studies, 5 (2), 118-124. doi:10.5539/ies.v5n2p118. Available at: http://www.ccsenet.org/journal/index.php/ies/article/view/12434

Ragonis, N. & Hazzan, O. (2009). A Tutoring Model for Promoting the Pedagogical-Disciplinary Skills of Prospective Teachers. Mentoring & Tutoring: Partnership in Learning, 17 (1), 67-82. doi:10.1080/13611260802658553

Reichenberg, R.; Avissar, G. & Sagee, R. (2015). I Owe to My Tutor Much of My Professional Development: Looking at the Benefits of Tutoring as Perceived by the Tutees. Professional Development in Education, 41 (1), 40-56. doi:10.1080/19415257.2013.866974

Reid, T. (1790). Essays on the Intellectual and Active Powers of Man. San Marino, California, United States: Huntington Library.
Renani, A. A. (2018). Aquinas' Theory of Knowledge and the Representative Theory of Perception. Aisthema: International Journal, V (1), 109-126. Available at: http://www.aisthema.eu/ojs/index.php/Aisthema/article/download/67/80
Schaffer, J. L.; Wile, M. Z. & Griggs, R. C. (1990). Students Teaching Students: A Medical School Peer Tutorial Programme. Medical Education, 24 (4), 336-343. doi:1111/j.1365-2923.1990.tb02449.x

Searle, J. R. (2015). Seeing Things as They Are: A Theory of Perception. New York: Oxford University Press. doi:10.1093/acprof:oso/9780199385157.001.0001
Stigmar, M. (2016). Peer-to-Peer Teaching in Higher Education: A Critical Literature Review. Mentoring & Tutoring: Partnership in Learning, 24 (2), 124-136. doi:10.1080/13611267.2016.1178963

Tagg, J. (2007). Double-Loop Learning in Higher Education. Change: The Magazine of Higher Learning, 39 (4), 36-41. doi:10.3200/CHNG.39.4.36-41

Tagg, J. (2012). Sustaining Innovation [Media].

Tinto, V. (1997). Classrooms as Communities: Exploring the Educational Character of Student Persistence. The Journal of Higher Education, 68 (6), 599-623. doi: 10.1080/00221546.1997.11779003

Tinto, V. (2006). Research and Practice of Student Retention: What Next? Journal of College Student Retention: Research, Theory & Practice, 8 (1), 1-19. doi:10.2190/4YNU-4TMB-22DJ-AN4W

Topping, K. J. (1996). The Effectiveness of Peer Tutoring in Further and Higher Education: A Typology and Review of the Literature. Higher Education, 32 (3), 321-345. doi:10.1007/BF00138870

Werder, C.; Thibou, S. & Kaufer, B. (2012). Students as Co-Inquirers: A Requisite Threshold Concept in Educational Development? Journal of Faculty Development, 26 (3), 34-38.

Williams, K. F. (2009). “Guilty Knowledge”: Ethical Aporia Emergent in the Research Practice of Educational Development Practitioners. London Review of Education, 7 (3), 211-221. doi:10.1080/14748460903290074

Woessmann, L. (2004). How Equal Are Educational Opportunities? Family Background and Student Achievement in Europe and the United States. Zeitschrift für Betriebswirtschaft, 78 (1), 45-70. Available at: http://ftp.iza.org/dp1284.pdf

Wong, J. (2012). Re-Appreciating Inquiry: the Dragonfly Framework as a Generative Metaphor for Planning and Change. AI Practitioner, 14 (2), 10-23.

Worley, J. & Naresh, N. (2014). Heterogeneous Peer-Tutoring: An Intervention that Fosters Collaborations and Empowers Learners. Middle School Journal, 46 (2), 26-32. doi:10.1080/00940771.2014.11461907

Yballe, L. & O'Connor, D. (2000). Appreciative Pedagogy: Constructing Positive Models for Learning. Journal of Management Education, 24 (4), 474-483. doi:10.1177/105256290002400406

Yolton, J. W. (1975). Ideas and Knowledge in Seventeenth-Century Philosophy. Journal of the History of Philosophy, 13 (2), 145-165. doi:10.1353/hph.2008.0068
Cómo citar
Zapata, S. (2020). Percepciones de la tutoría de compañeros en una Universidad en Chile. Magis, Revista Internacional De Investigación En Educación, 12(25), 21-38. https://doi.org/10.11144/Javeriana.m12-25.pptu
Artículos más leídos del mismo autor/a