<?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>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582024000100107</article-id>
<article-id pub-id-type="doi">10.15359/ree.28-1.17280</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Tutoría invertida en educación superior: Satisfacción del alumnado en una experiencia de innovación educativa]]></article-title>
<article-title xml:lang="en"><![CDATA[Flipped tutoring in higher education: Student satisfaction with an experience of educational innovation]]></article-title>
<article-title xml:lang="pt"><![CDATA[Tutoria invertida no ensino superior: Satisfação dos alunos em experiência de inovação educacional]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González-Morga]]></surname>
<given-names><![CDATA[Natalia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González-Lorente]]></surname>
<given-names><![CDATA[Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez-Clares]]></surname>
<given-names><![CDATA[Pilar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez-Cusó]]></surname>
<given-names><![CDATA[Javier]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Murcia  ]]></institution>
<addr-line><![CDATA[Murcia ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Valladolid  ]]></institution>
<addr-line><![CDATA[Valladolid ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Murcia  ]]></institution>
<addr-line><![CDATA[Murcia ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de Murcia  ]]></institution>
<addr-line><![CDATA[Murcia ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2024</year>
</pub-date>
<volume>28</volume>
<numero>1</numero>
<fpage>107</fpage>
<lpage>126</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582024000100107&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582024000100107&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582024000100107&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción.  La tutoría universitaria rara vez cuenta con aportaciones innovadoras que den lugar a nuevos procedimientos que despierten el interés e impacto entre la comunidad universitaria.  Objetivo.  Este trabajo analiza la satisfacción del alumnado con la experiencia de innovación educativa basada en la tutoría invertida a partir del diferencial entre expectativas iniciales y percepción final.  Método.  La investigación se sustenta en un enfoque metodológico cuantitativo y un diseño no experimental, descriptivo y longitudinal. Participan en la investigación 164 estudiantes de los Grados de Educación Infantil, Primaria y Pedagogía, a través de un cuestionario diseñado ad hoc, válido y fiable.  Resultados.  Los resultados muestran satisfacción del alumnado con el método de tutoría utilizado y el uso de kahoot, por el contrario, el alumnado muestra insatisfacción con el uso de los foros virtuales.  Conclusiones.  Estas herramientas digitales ofrecen alternativas pedagógicas que facilitan la labor tutorial, kahoot se percibe como un acierto en la detección de necesidades formativas, mientras los foros virtuales requieren de reflexión docente para su incorporación en procesos de tutoría invertida.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction.  University tutoring rarely includes innovative contributions that lead to new procedures to generate interest and have an impact on the university community.  Objective.  This paper analyzes student satisfaction with the experience of educational innovation based on flipped tutoring, focusing on the difference between initial expectations and final perception.  Method.  The research was based on a quantitative methodological approach and a non-experimental, descriptive, and longitudinal design. The participants in the study, 164 students from an Early Childhood Education, Primary Education, and Pedagogy degree, answered a valid and reliable questionnaire designed ad hoc.  Results.  The results showed student satisfaction with the employ of the tutoring method and the Kahoot platform. On the contrary, the students expressed dissatisfaction with the use of virtual forums.  Conclusions.  These digital tools offer pedagogical alternatives that facilitate the work of the tutor. Kahoot is perceived as a success in detecting training needs, while virtual forums require teacher reflection for their incorporation into flipped tutoring processes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução.  A tutoria universitária raramente contribui com inovações que suscitam interesse e impacto na comunidade universitária.  Objetivo.  Este artigo analisa a satisfação dos estudantes com a experiência de inovação educacional baseada na tutoria invertida, considerando a diferença entre as expectativas iniciais e a percepção final.  Método.  A pesquisa adota uma abordagem metodológica quantitativa e um desenho não experimental, descritivo e longitudinal. Participaram da pesquisa 164 estudantes dos cursos de Educação Infantil, Ensino Fundamental e Pedagogia, respondendo a um questionário elaborado ad hoc, considerado válido e confiável.  Resultados.  Os resultados demonstram que os estudantes estão satisfeitos com o método de tutoria utilizado e com o uso do Kahoot. Por outro lado, os alunos demonstram insatisfação com o uso de fóruns virtuais.  Conclusões.  Estas ferramentas digitais oferecem alternativas pedagógicas que facilitam o trabalho do tutor. O Kahoot é percebido como um sucesso na identificação de necessidades formativas, enquanto os fóruns virtuais demandam reflexão por parte dos docentes para sua incorporação nos processos de tutoria invertida.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación superior]]></kwd>
<kwd lng="es"><![CDATA[innovación educativa]]></kwd>
<kwd lng="es"><![CDATA[ODS4 Educación de calidad]]></kwd>
<kwd lng="es"><![CDATA[satisfacción]]></kwd>
<kwd lng="es"><![CDATA[tutoría]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[educational innovation]]></kwd>
<kwd lng="en"><![CDATA[SDG4 quality education]]></kwd>
<kwd lng="en"><![CDATA[satisfaction]]></kwd>
<kwd lng="en"><![CDATA[tutoring]]></kwd>
<kwd lng="pt"><![CDATA[Ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[inovação educacional]]></kwd>
<kwd lng="pt"><![CDATA[ODS4 Educação de qualidade]]></kwd>
<kwd lng="pt"><![CDATA[satisfação]]></kwd>
<kwd lng="pt"><![CDATA[tutoria]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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