<?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>2145-9444</journal-id>
<journal-title><![CDATA[Zona Próxima]]></journal-title>
<abbrev-journal-title><![CDATA[Zona prox.]]></abbrev-journal-title>
<issn>2145-9444</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Estudios en Educación Universidad del Norte]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2145-94442024000100043</article-id>
<article-id pub-id-type="doi">10.14482/zp.40.211.968</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Un grupo de escritura virtual doctoral: factores que influyen en su funcionamiento según los participantes]]></article-title>
<article-title xml:lang="en"><![CDATA[An online doctoral writing group: Factors that influence its functioning according to its participants]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ESPEOHE]]></surname>
<given-names><![CDATA[MARÍA PAULA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[COLOMBO]]></surname>
<given-names><![CDATA[LAURA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[RODAS]]></surname>
<given-names><![CDATA[ELISABETH]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Cuyo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Buenos Aires  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Cuenca  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<numero>40</numero>
<fpage>43</fpage>
<lpage>65</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2145-94442024000100043&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2145-94442024000100043&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2145-94442024000100043&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Una de las principales razones por las que no se culminan los estudios de posgrado es la dificultad para escribir la tesis. Esta problemática se acentúa aún más cuando los estudiantes cuentan con limitadas oportunidades de intercambios con compañeros y docentes de sus programas de posgrado hacia el final de sus estudios. Una práctica pedagógica que ha demostrado ser significativa para el avance de este tipo de escrito es la revisión conjunta de textos en grupos de escritura virtuales. Este artículo analiza los factores que, según sus participantes, influyeron en el desarrollo de un grupo de escritura virtual conformado por tres doctorandas de diferentes universidades argentinas que ha funcionado por más de un año. Para ello se llevó a cabo un análisis temático de datos provenientes de entrevistas grupales e individuales, intercambios vía correo electrónico y documentos relacionados con cuestiones organizativas del grupo. En línea con trabajos anteriores, nuestros resultados muestran que la utilidad de los grupos de escritura percibida por sus participantes depende de tres tipos de factores que interactúan entre sí: logísticos, cognitivos e interpersonales. A pesar del alcance limitado de nuestro aporte, consideramos que este trabajo contribuye con datos empíricos que pueden informar futuras iniciativas institucionales orientadas a apoyar el desarrollo de la escritura de la tesis a nivel de posgrado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT One of the reasons why doctoral studies are not completed is the difficulty in writing the dissertation. This problem is further accentuated when students have limited exchange opportunities with peers and professors from their postgraduate programs towards the end of their studies. A pedagogical practice that has proven to be significant to advance this type of writing is the joint revision of texts in virtual writing groups. This article analyzes the factors that influenced the development of a virtual writing group composed of three doctoral students from different Argentinian universities that have been meeting for over a year. For this purpose, a thematic analysis of data from group and individual interviews, exchanges via email, and documents related to the group's organizational issues was carried out. In line with previous work, our results show that, according to the participants, a writing group's usefulness depends on three interconnected types of factors: logistical, cognitive, and interpersonal. Despite the narrow scope of our study, it contributes with empirical data that can inform future institutional initiatives created to support the development of thesis writing at the postgraduate level.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Círculos de escritura]]></kwd>
<kwd lng="es"><![CDATA[tesis]]></kwd>
<kwd lng="es"><![CDATA[posgrado]]></kwd>
<kwd lng="es"><![CDATA[educación a distancia]]></kwd>
<kwd lng="en"><![CDATA[Writing circles]]></kwd>
<kwd lng="en"><![CDATA[thesis]]></kwd>
<kwd lng="en"><![CDATA[dissertation]]></kwd>
<kwd lng="en"><![CDATA[postgraduate]]></kwd>
<kwd lng="en"><![CDATA[distance learning]]></kwd>
</kwd-group>
</article-meta>
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