Face-to-Face and Virtual Academic Writing Tutoring Sessions: What Can Be Learnt from their Didactic Strategies?

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dc.article.number101039
dc.contributor.authorNúñez Cortés, Juan Antonio
dc.contributor.authorErrázuriz Cruz, María Constanza
dc.contributor.authorNeubauer Esteban, Adrián
dc.contributor.authorParada, Claudia
dc.date.accessioned2025-05-01T10:32:33Z
dc.date.available2025-05-01T10:32:33Z
dc.date.issued2021
dc.description.abstract© 2021 Universidad de Antioquia. All Rights Reserved.In Spanish-speaking settings, newly-emerged writing tutoring centers have seen the need to adapt to emergency remote education due to the health emergency brought about by covid-19. However, there is lack of evidence regarding how writing tutoring actually works under this education modality. Drawing on the above, this article aimed to analyse the didactic strategies used by two peer tutors in both face-to-face writing tutoring sessions that occurred before the pandemic and online sessions taking place during the pandemic, after having undergone a specific training program. Data were collected through a quantitative-qualitative approach, and the maxqda software was used to do a content analysis of 16 tutoring session (8 face-to-face and 8 online) transcriptions. Findings show a prevalence of cognitive approaches, mainly questioning; along with instructional approaches, such as suggestion and explanation. Nonetheless, differences are perceived between the various types of tutoring sessions, along with a trend toward a more student-centered approach in online tutoring sessions. These results suggest online tutoring sessions are a useful alternative when accompanying the writing process in university students.
dc.description.funderDonald & Joan Wilson Foundation Ltd
dc.description.funderMedical Research Future Fund
dc.description.funderOvarian Cancer Research Foundation
dc.description.funderNHMRC
dc.description.funderUniversity of Groningen
dc.description.funderFONDECYT
dc.description.funderPontificia Universidad Cat?lica de Chile
dc.description.funderLion Medical Research Foundation
dc.format.extent660 páginas
dc.fuente.origenScopus
dc.identifier.doi10.17533/udea.ikala/v26n3a10
dc.identifier.eisbn978-1-0716-1534-8
dc.identifier.eissn24524549
dc.identifier.isbn978-1-0716-1533-1
dc.identifier.issn0123-3432
dc.identifier.pubmedid34479261
dc.identifier.scieloidS0718-69242020000300109
dc.identifier.scopusidSCOPUS_ID:85115378529
dc.identifier.urihttps://doi.org/10.17533/udea.ikala/v26n3a10
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/103866
dc.identifier.wosidWOS:000809763700008
dc.information.autorucSede Regional de Villarrica; Errazuriz Cruz Maria Constanza; 0000-0001-7976-9397; 13039
dc.information.autorucSede Regional de Villarrica; Parada Soto Claudia Isabel; S/I; 168750
dc.issue.numero3
dc.language.isoes
dc.nota.accesoSin adjunto
dc.pagina.final660
dc.pagina.inicio643
dc.publisherHUMANA PRESS INC
dc.relation.ispartofRevista de Cirugia
dc.revistaIkala
dc.rightsAcceso abierto
dc.subjectAcademic writing
dc.subjectCentres d‘écriture
dc.subjectCentros de escritura
dc.subjectCovid-19
dc.subjectDidactic strategies
dc.subjectEscritura académica
dc.subjectEstrategias didácticas
dc.subjectFace-to-face tutoring sessions
dc.subjectL‘écriture académique
dc.subjectOnline tutoring sessions
dc.subjectStratégies d'enseignement
dc.subjectTutoriels présentiels
dc.subjectTutoriels virtuels
dc.subjectTutorías presenciales
dc.subjectTutorías virtuales
dc.subjectWriting centers
dc.subject.ddc610
dc.subject.deweyMedicina y saludes_ES
dc.subject.ods03 Good health and well-being
dc.subject.odspa03 Salud y bienestar
dc.titleFace-to-Face and Virtual Academic Writing Tutoring Sessions: What Can Be Learnt from their Didactic Strategies?
dc.typeartículo
dc.volumen26
sipa.codpersvinculados13039
sipa.codpersvinculados168750
sipa.indexScopus
sipa.trazabilidadCarga WOS-SCOPUS;01-05-2025
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