ISSN 0798 1015

Vol. 40 (Number 33) Year 2019. Page 30

University peer tutors: Contributions from their initial training

Tutores pares universitarios: Aportes desde su formación inicial

GARCÍA VERA, Germán 1; BARBOSA-CHACÓN, Jorge Winston 2 & CASAS FERNÁNDEZ, Patricia 3

Received: 18/05/2019 • Approved: 25/09/2019 • Published 30/09/2019

Contents

1. Introduction

2. Methodology

3. Results

4. Conclusions

Bibliographic references

1. Introduction

Peer tutoring is defined as experiences in which students have opportunities to teach and learn from each other, and in which the ability to share is fostered by promoting mutual learning. In order to strengthen these experiences, training processes are usually developed to enhance the fulfillment of roles, especially those of the peer tutor (PT) (Massa, Silva & Pirro, 2014).

From the scenario of the training of the PT, the development of a research that aimed to carry out a process of Systematization of Educational Experiences (SEE) at the School of Peer Tutors (PTS) of Universidad Industrial de Santander (UIS), in Colombia, is documented here. A SEE was projected under the logic of the generation of learning and the construction of knowledge in benefit of the school´s quality. This paper shows the result of a specific SEE, exclusively related to the "Institutional Mission" session, that is, the Mission of the UIS, which takes part of the formative process of the PTS.

In terms of PT training structures, these studies have been carried out on which a remarkable heterogeneity is evident, being on line with their objective. In this regard, the themes, workshops, modules or sessions have been the particular references of training, as stated in the published works by Santiago (2011), Massa et al.  (2014), Durán & Flores (2014), Mejía & Cely (2014), Espinosa et al. (2015), Fuentes & Venegas (2017) and Horneffer et al. (2016).

Assessing the training received by the PT supports the importance of the study socialized here since, analyzing their practices, there are elements of evaluation to intervene and improve the university strategy; all more so, the presence of the Institutional Mission session is a differentiating element when compared with training bets from other contexts.

Thus, in particular, and in correspondence with that raised by Restrepo & Tabares (2000), and Petty et al. (2012), with the SEE, it was possible to analyze the manifestations of the participating subjects (cohort 2016 II of the ETP), achieving detailed descriptions of the formative experience.

So, what are the theoretical and procedural frames of reference?

1.1. Peer tutoring

Peer tutoring, or "peer learning," is defined as those experiences in which students have opportunities to teach and learn in a two-way manner, both in the formality and informality of educational processes; where the ability to share knowledge, ideas, and experiences is fostered, promoting interdependent learning. From this horizon, peer tutoring promotes the learning of the learner who assumes the role of "tutor" and, at the same time, that of his or her partner, under the role of "tutored" (Durán & Flores, 2014).

At the university context, peer tutoring represents one of many student-to-student learning strategies, on which "advanced" learners academically support peers at previous levels (Hanson et al., 2016). Here, it is clear that support is justifiable on the face of problems of academic performance, inclusion or desertion (Suranjana, Ujjani, & Kanti; 2015).

About this strategy, Barbosa (2017) highlights "relations of interaction" as an inherent psychosocial aspect; one that has been approached from three particular ways:

i) The Cognitive Constructivist (Doise, Mugny & Perret-Clermont, 1976), when its emphasis is placed on individual development, from exchanges between subjects with different levels of cognitive development;

ii) The Cultural Socio (Howe & Mercer, 2007; Havnes et al., 2016), where the social interaction is seen as the axis of cognitive development;

iii) Learning as Situated Practice (Lave, 2012; Gutiérrez, Engeström, & Sannino, 2016), where the focus is on learning in non-formal everyday situations.

For this reason, in order to guarantee the assertive development of this strategy, the training of students must be adequately organized, particularly that of the PT.

1.2. Training of Peer Tutors (PT)

It is considered that the formation of PT becomes an important condition to guarantee the interactions in the tutorial relations, on which each participant fulfills and develops his/her respective role (Massa, Silva & Pirro, 2014). These training processes are characterized by the nature of their objectives,  for example:

i) Santiago (2011), who proposes rethinking the strategy from holistic perspectives, as well as to develop and to strength transversal competencies.

ii) Massa, Silva & Pirro (2014) and Fuentes &Venegas, (2017), who propose to develop skills that allow accompanying strategies to confront situations that hinder academic permanence and continuity; to analyze the scope of the tutorial action according to the objectives of the program and the characteristics of the addressees;  to differentiate the aspects of the role of the PT; to contribute to the development of organizational, teamwork, leadership and communication skills; to understand the main theoretical and methodological elements of the tutorial action.

iii) Mejía & Cely (2014), proposing to create conditions to offer academic reinforcement and potentiate the competencies of the TP as a teaching seedbed.

iv) Espinosa et al. (2015), who propose to provide theoretical, procedural and attitudinal tools to promote tutor self-learning and contribute to their insertion into university life and better academic performance.

v) Horneffer et al. (2016), proposing to train in obligatory disciplinary courses for later learning scenarios.

1.3. The Systematization of Experiences (SE)

Developing an ES process in an educational context requires an identification with theoretical references associated with social research, such as: the research from the qualitative paradigm, the collective assessment, the formative approach and, logically, a conceptual and theoretical framework on ES.

The ES seeks to explore contexts and subjects in order to obtain detailed descriptions of them, in order to explain the subjective reality underlying the actions (Restrepo & Tabares, 2000; Petty, Thonson & Stew, 2012). Additionally, Barbosa-Chacón, Barbosa & Rodríguez (2015) state that the SE produces practical situational knowledge, which is action-oriented with a multidimensional character. As a complement, the previous authors, citing Torres (1998), Ruiz (2008) and Mejía (2008), expose some ways of assuming systematization, that is, to see it, as: i) a recovery of experience in practice, ii) production of knowledge, iii) a way of empowering subjects, and iv) a research process. Finally, they emphasize that the Ministry of Commerce of Colombia urges to "observe" and "follow up" the process.

On this regard, six approaches have been reported: the Historical-Dialectic, the Dialogical-Interactive, the Deconstructive, the Reflective and Experience Builder, the Hermeneutic, and the Historical-Hermeneutic. From what was proposed by Barbosa-Chacón et al. (2015), the approaches can be analyzed considering “the conception of experience that is systematized, the way and result of the approach of the same one and from the participants”.

Regarding the methodology of an SE process, Barnechea & Morgan (2007), Verger (2007) and Zúñiga et al. (2015) propose that it should be conceived as a main guideline but not as a dogma. From all the specialized literature, it is affirmed that there are five general moments through which an SE process passes, which make sense according to the context. These moments are detailed on the proposals of Barbosa-Chacón, Barbosa and Villamizar (2017) as follows: i) at home, the own experiences and diagnosis; ii) initial questions or SE design; iii) recovery of experiences; iv) reflection and analysis, and v) goals, traduced as conclusions, learning and communication.

1.4. What was the context of the intervention?

The context of intervention corresponds to the UIS School of Tutors (PTS), a school that supports the initiatives of the Academic Performance Improvement Advisory Program (PAMRA). This program belongs to the University Welfare Division and has been developed to support the process of integral formation and to contribute to overcoming difficulties related to academic performance. There, the most important educational agent is the undergraduate student, especially if he is at educational difficulties. It is followed by the PT (face-to-face mode) or the Advisor (distance and virtual mode), who are students with good academic performance in their peers to overcome their academic difficulties.

PTS is carried out every six months and is aimed to: i) develop skills to play the role of PT; ii) learning diverse educational and methodological strategies; iii) develop complex thinking and significant learning; iv) foster the unfolding of cognitive potential and the achievement of academic goals, and v) reinforce the understanding of responsibilities (Barbosa-Chacón et al., 2017).

At this school, the training is led by a group of teachers (facilitators or counsellors) belonging to the different academic departments. The aim of the training is, for the PT, to become a manager of the tutor training process, through the development of collaborative learning, creativity, and the experience of values such as solidarity and respect, thus contributing to the improvement of academic performance.

PTS training is structured in ten modules: i) UIS Mission and Generalities of STP, ii) Role of PT, iii) Informational Competencies and Moodle Platform, iv) Factors Influencing Learning, v) Learning Styles and Information Processing, vi) Cognitive Modifiability and Mediated Learning, vii) Collaborative Learning, viii) Conceptual Maps, ix) Problem-based Learning and, x) Theory Focused on Learning.

The first module includes the Institutional Mission session, characterized by the following aspects:

i) the objective, which is to communicate the mission in order to achieve appropriation and applicability to the role of the PT;

ii) the methodology, based on a conversation or "talk" around the structural elements of the mission, and which dynamic is structured by the exemplification about real life cases, question formulation, interaction with the participants, playfulness and good humor;

iii) each of the elements that constitute the mission, which are contextualized from theories, experts and disciplines.

This session is based on the construction of communication processes and acts. This implies a communicative action between speaker and listener, which carries implicit criteria of truth between educational agents, and has correspondence with the foundations of the communicative action theory of Jurgens Habermas (Habermas, 1999), from which speakers suppose a reference system in the processes of communication. This system of reference is given by three elements, the world of the cognitive (knowledge), the world of the social (relationship) and the world of the subjective (The I).

In short, the aim of this session is to understand the importance of the mission as an institutional desire and as a reference point for action to support the performance of the PT.

From the need to assess the development of PTS, the following research question was asked: What learning, and knowledge will emerge from the analysis of the educational experiences of PTS, as a basis for its updating and improvement? For this purpose, a research project was formulated, the objective of which was to develop an educational SE process that, under the logic of collective management and permanent change, would allow the generation of learning and the construction of knowledge for the benefit of quality and the horizon of formative intervention.

From the standpoint of the Systematization of Educational Experiences SEE, the guidelines stated by Barbosa-Chacón et al. (2017)and Barbosa-Chacón & Barbosa (2017) were followed. First, the Preparatory phase includes the participants and the design of the SE process.  Second, the Development phase responds to the recording of educational experiences, to the analysis and generation of conclusions, and  third, the Transfer phase, representing the respective decision making process and intervention. It is clear that, in this publication, the development of the SEE is documented only up to the decision making process.

2.1. Participants

During the Institutional Mission session of the second PTS cohort of 2016,  15 PTs (10 men and 5 women) have participated, recording an average age of 21.6 years. These PTs were attached to the PAMRA program (13 students) and to the IPRED guidance group (3 students).

2.2. Design of the SEE process  

The design is structured in four horizons, which are detailed in the following table.

Table 1
Elements of
SEE design

Source: own construction

2.3. Track of the experience

An open semi-structured survey was applied as a technique, which addressed two mean questions: i) document meaningful experiences and ii) identification and description of the strategies to transfer to the PT role. In this sense, a significant experience refers to one that generates a positive or negative impact and that could be related to any dimension or form of expression of the formative process. In particular, "what happened", as well as “what was thought, felt or perceived about it” -which means, to share the experience in an analytical way- were asked to be recorded. As it can be seen, there were two very clear intentions from the questions, which guided the development of the analysis: to value the session and to know its applicability to the role of PT.

2.4. Qualitative analysis

Under a qualitative analysis process by categories, as stipulated by Echeverría (2005), the process was developed following this procedure: i) recovery of quotes that address relevant aspects of the problem; ii) construction of topics, based on grouping of quotes; iii) creation of categories and iv) interpretative integration, seeking to set the categories and topics within a network of meaning. In particular, the categories that emerged from the register have corresponded to the "predefined category" modality, which emerged from the axis of the SEE design. In this regard, table 2 presents the matrix scheme of categories and topics associated with the analysis.

Table 2
Matrix diagram of
categories and topics.

Source: own construction

It was possible to enquire about the assessment and applicability of the Institutional Mission session carried out by the PTS. The results contain sections from the registers and include relations with the theoretical proposal presented.

3.1. Assessment of the training session

From the perspective of the evaluation of the session

This view was presented from two types of qualifying judgments, which are presented in the following table.

Table 3
Assessment of
the session

Source: own construction

From the point of view of assessing the thematic elements

Only one of the students, the PT-3, included his assessment by expressing his interest and motivation for the meaning of the institutional mission and its importance. This assessment is in line with what has been dictated by the first of the factors of the self-evaluation processes for accreditation purposes in Colombia (CESU, 2014). From another point of view, and as far as thematic elements are concerned, we see that the assessment has been visualized from the descriptive and reflective, as shown in table 4.

Table 4
Assessment of
thematic elements

Source: own construction

It is important to indicate that the thematic element of preference was the "concept of person" from the references of "The world of life" by Jürgen Habermas; aspect considered as the background of the scenario where the communicative action is carried out (Agüero, 2015). We understood that this thematic element was valued in five different ways, as shown in table 5.

Table 5
Assessment of the thematic
element of preference

Source: own construction

With the sample of the interest in this subject, and based on the studies of Hofer (2000), we can affirm that the PT have established informational relations. Finally, we note that the thematic elements with the least frequency of evaluation, in comparison with the previous one, was the multiple intelligences, the concept of freedom and the integral formation.

From the counselor's assessment of the session

We observe that this evaluation was manifested from seven media conditions, related to "Know how to do" and "Know how to be". This includes the structure of conversation, content and mediation as determining factors in learning (Calle, Saavedra & Velásquez, 2016) (table 6).

Table 6
Counselor’s assessment

Source: own construction

From the feelings aroused in the participants

We present these positions from five different perspectives, which are set out in table 7.

Table 7
Feelings aroused in
the participants

Source: own construction

3.2. From the applicability of training experience to the role of PT

In any training action, the transfer of learning must be considered, that is, the way in which participants perceive or incorporate what is appropriate (Pagés et al., 2016). From this, we observe that the useful insights of the session were framed in two perspectives: "global" and "particular".

The first, represents a position in which it was stated that the formative experience, in general, is a basis for transferring to the practice of the PT, as follows: i) shows a willingness to transfer to practice what was appropriate, "it is an experience from which one must learn and try to take the tutor" (PT4); and ii) shows a willingness to take back what was treated and submit it to study, "[...] the first talk can be studied and taken up again in all the first tutorials" (PT7). In both, we interpret that this provision, according to Pagés et al. (2016), is not only a sign of recognition of the experience, but also leads to a commitment to assess the possibilities of applicability.

 On the other hand, the useful visualizations of the session, of particular order, indicate that they were focused from the thematic related to the concept of "Person", which took as base the approaches of Jürgen Habermas on "The world of life" (Habermas, 1999). See table 8.

Table 8
Applicability of the
training experience.

Source: own construction

3.3. Guidelines for intervention

It represents the way in which the foundation was laid to project the resignification and improvement of teacher mediation in TVE, thanks to the success manifested in the Institutional Mission session. Consequently, the following tables present general and specific guidelines, which were constructed according to the challenges that emerged from the qualitative analysis. These guidelines relate to pedagogical mediation, session strengthening and applicability. See tables 9, 10 and 11.

Table 9
General Guidelines to
Support SPT Mediation.

Source: own construction

-----

Table 10
General guidelines to strengthen
the Institutional Mission session.

Source: own construction

-----

Table 11
Guidelines to improve the PT role.

Source: own construction

The way in which the work was carried out represented a way of revealing the training experience from the specific point of view of the participants. Thus, this study represents a way to understand the dimensions of educational practice and, in turn, to generate references for the construction of guidelines in favor of TVE. In agreement, the conclusions, presented below, focus on answering the question formulated from the axis of the SEE.

We can affirm that the session can be catalogued as "positive". This affirmation is supported because:

i) It has awakened importance, motivation, interest and provided contributions to the participants; this gave recognition, although not generalized, to the commitment to communicate the institutional mission.

ii) From a descriptive and reflective postures, the contribution of the themes to the work of the PT was evident; themes that, when approached from various disciplines, denoted a representative level of complexity. On this aspect, the thematic element of preference was the concept of person from the referents of "The world of life" by Jürgen Habermas (Habermas, 1999), element valued by the significance or benefit around its dimensions (worlds).

iii) The counselor was assertive, showing his various mediation competencies related to the "Know how to do" and the "Know how to be", translated in the presence of a motivating counselor, with histrionic conditions.

iv) The session awoke favorable positions in the PT as: Questions (reflexivity); Positive attitude (motivation, interest, encouragement, attention, desire to understand and sympathize) and Identification, when establishing relationships with one's own educational practice (knowledge and preliminary experiences).

With the aim of concluding on the practicality and usefulness of the lessons learned from the session, it could be seen that the formative experience, from the "global" and the "particular", is a reference point to study and transfer to the PT practice itself. The utility has token, as a particular base, the theme related to the concept of "Person", from the proposals of Jürgen Habermas on "The world of life "(Habermas, 1999). About  this, we could see the interest in projecting the applicability, the visualization of the usefulness of the treaty (in order to attend situations of the tutor) and, finally, the intention of transferring what has been learned, specifically from the social dimension.

The only variation that emerged was the time allocated for the session, an aspect that, coincidentally, was considered preliminarily by the counsellor when he related that, in other contexts, it has required a longer time.

Within the SEE of the session, and as a bet to strengthen it, it is proposed the need to project actions that achieve: i) a more generalized position regarding the horizon of the session, that is, "The importance of communicating the institutional mission". This requires that this horizon has to be repeatedly emphasized. ii) To give sustainability to the success of the prominent theme (Concept of person based on the foundations of Jürgen Habermas) "(Habermas, 1999).  iii) To increase the appropriation and transfer of the themes "Multiple Intelligences" and "Integral Formation", given the importance they represent for the role of PT.

Finally, and due to the success of the session, it is important to highlight the contribution it has made to strengthen and reinforce SPT and, in particular, to give new meaning to the teaching work of those who guide it. This is evidenced by the generation of various guidelines for pedagogical mediation, such as: i) promotion of interest, motivation and critical thinking; ii) the renown of diverse "knowledge" of the guiding role, such as knowing how to explain, give meaning, change paradigms, communicate and integrate themes; and iii) ability to take advantage of the interdisciplinary relationship. Thus, it is hoped that the guidelines formulated could be analyzed and transferred to the SPT processes as appropriate.

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1. Tecnólogo en Topografía, Ingeniero Civil, Especialista en Docencia Universitaria, Especialista en Sistemas de Información Geográfica y Master en Gerencia de Negocios. Profesor de la Universidad Industrial de Santander, Colombia. Director del Instituto de Proyección Regional y Educación a Distancia (IPRED) de la UIS. gegave@uis.edu.co

2. Ingeniero Electromecánico, Especialista en Docencia Universitaria y Magister en Informática. Profesor de la Universidad Industrial de Santander, Colombia. Director del grupo de investigación GENTE-UIS. jowins@uis.edu.co

3. Licenciada en Educación Musical, Especialista en Educación Musical, Especialista en Docencia Universitaria y Magister en Pedagogía. Profesora de la Universidad Industrial de Santander, Colombia. pcasas@uis.edu.co

4. [TP-1]: Sigla que representa la información recolectada de parte del Tutor Par número 1. El número sólo representa una designación sin ningún criterio.