<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1607-4041</journal-id>
<journal-title><![CDATA[Revista electrónica de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[REDIE]]></abbrev-journal-title>
<issn>1607-4041</issn>
<publisher>
<publisher-name><![CDATA[Universidad Autónoma de Baja California, Instituto de Investigación y Desarrollo Educativo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1607-40412024000100114</article-id>
<article-id pub-id-type="doi">10.24320/redie.2024.26.e14.5242</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Tutoría entre pares en la carrera de Pedagogía en formato presencial y online]]></article-title>
<article-title xml:lang="en"><![CDATA[Peer Tutoring in the Pedagogy Degree in Face-to-Face and Online Formats]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Thibaut]]></surname>
<given-names><![CDATA[Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Muñoz Lira]]></surname>
<given-names><![CDATA[Ninoska]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Austral de Chile  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>26</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1607-40412024000100114&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1607-40412024000100114&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1607-40412024000100114&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente estudio tuvo como objetivo analizar las percepciones de estudiantes universitarios de pedagogía en un proyecto de tutoría de pares que se realizó en una asignatura de primer año para las cohortes 2019 y 2020. La modalidad fue presencial en 2019 y en 2020 se adaptó a la versión online debido a la emergencia generada por el COVID. El diseño fue cualitativo y se realizó un análisis de contenido para la sistematización de los datos. Considerando una perspectiva de aprendizaje activo y socioconstructivista, los resultados sugieren que las tutorías apoyan aspectos cognitivos y sociales. Se observó un aprendizaje más situado, el desarrollo de la metacognición y la promoción de un clima de confianza. No se identificaron diferencias en la percepción del aprendizaje al comparar las modalidades presencial y online. No obstante, se observaron problemas de ruido y espacio en la primera, y menor motivación y desinformación en la segunda.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[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.]]></p></abstract>
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<kwd lng="es"><![CDATA[tutoría de pares]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje activo]]></kwd>
<kwd lng="es"><![CDATA[innovación pedagógica]]></kwd>
<kwd lng="es"><![CDATA[métodos de enseñanza]]></kwd>
<kwd lng="en"><![CDATA[peer tutoring]]></kwd>
<kwd lng="en"><![CDATA[active learning]]></kwd>
<kwd lng="en"><![CDATA[pedagogic innovation]]></kwd>
<kwd lng="en"><![CDATA[teaching methods]]></kwd>
</kwd-group>
</article-meta>
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