Tutoría virtual entre pares: un ímpetu renovado para el aprendizaje autónomo del inglés
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Resumen
Los desafíos que enfrentaba un modelo de tutoría presencial entre pares se convirtieron en una oportunidad para integrar la virtualidad al aprendizaje autónomo del inglés en dos programas de licenciatura en una universidad pública colombiana. Este estudio cualitativo examina cómo la exposición a un ambiente de aprendizaje virtual moldea la autonomía de un grupo de tutoriados. A partir de cuestionarios, una entrevista de grupo focal, registros de reflexiones y de uso de recursos de internet, los investigadores identificaron un cambio en la conceptualización de aprendizaje autónomo y un impacto en las prácticas autodirigidas de los participantes como resultado de la inmediatez, accesibilidad, comodidad y disponibilidad de los recursos que el modelo tutoría virtual favorece.
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