Publicado ene 1, 2020



PLUMX
Almetrics
 
Dimensions
 

Google Scholar
 
Search GoogleScholar


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

##plugins.themes.bootstrap3.article.details##

Resumen

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.

Keywords

Peer tutoring, higher education, dropouts, tutoring, academic achievement, student welfareEnseñanza mutua, enseñanza superior, alumno desertor, tutoría, rendimiento escolar, bienestar del estudiante

References
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=10.1.1.531.6041&rep=rep1&type=pdf

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
Sección
Artículos