Tutoría entre pares en la carrera de Pedagogía en formato presencial y online

Patricia Thibaut; Ninoska Muñoz Lira

doi:10.24320/redie.2024.26.e14.5242

Authors

Patricia Thibaut Universidad Austral de Chile https://orcid.org/0000-0003-2990-0339
Ninoska Muñoz Lira Universidad Austral de Chile https://orcid.org/0000-0003-4530-3761

DOI:

https://doi.org/10.24320/redie.2024.26.e14.5242

Keywords:

peer tutoring, active learning, pedagogic innovation, teaching methods

Abstract

This study seeks to explore the perceptions of undergraduate pedagogy students in a peer tutoring project undertaken in a first-year course with the 2019 and 2020 cohorts. A face-to-face format was used in 2019 and this was adapted to an online version in 2020 amid the COVID emergency. The study design was qualitative and content analysis was employed to systematize the data. Viewed from an active learning and socioconstructivist perspective, the results suggest that tutoring supports cognitive and social aspects. We observed more situated learning, the development of metacognition, and the promotion of a climate of trust. No differences were found in the perception of learning upon comparing the face-to-face and online formats. Nonetheless, problems of noise and space were observed in a face-to-face setting, while we encountered reduced motivation and misinformation with the online format.

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