Factores clave para el éxito del aprendizaje colaborativo en línea en la educación superior: percepciones del alumnado

Autores/as

DOI:

https://doi.org/10.5944/ried.27.2.39093

Palabras clave:

aprendizaje colaborativo, educación superior, estudiantes universitarios, educación a distancia, mínimos cuadrados parciales, dinámicas de grupo

Resumen

El aprendizaje colaborativo en línea (CSCL) ha experimentado un impulso considerable después de las restricciones sufridas durante la pandemia y, por ello, es necesario analizar su fundamentación y las condiciones que inciden en su óptimo desarrollo. El propósito de este estudio ha consistido en elaborar un modelo a través del que se analizan los factores clave que inciden en el desarrollo del aprendizaje colaborativo en línea. Participaron 799 estudiantes de educación superior con experiencia en este tipo de metodología. Se empleó un cuestionario, organizado en 7 constructos, a partir del que se generó un modelo de investigación con variables de tipo reflectivo a través de la técnica Partial Least Squares (PLS), obteniéndose una elevada capacidad predictiva (R2 =0.712). Se confirmaron las 10 hipótesis establecidas que sustentaban el modelo. Se constató que las variables satisfacción, percepción de uso y disfrute, y dinámicas de grupo poseían una influencia positiva y significativa respecto a las percepciones del alumnado sobre el aprendizaje colaborativo en línea. Se identificaron también variables mediadoras de gran interés como es el caso del soporte emocional intra-grupo (R2 =0.595) y su vinculación con la percepción de alegría y disfrute, así como la importancia de las herramientas en línea y de las dinámicas de grupo como elementos fundamentales para desenvolver, en el seno de los equipos de trabajo, un adecuado apoyo emocional en el marco de procesos de CSCL. Finalmente, se contrastan estos resultados y su incidencia en la mejora de la enseñanza en la educación superior al implementar el CSCL.

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Biografía del autor/a

Pablo César Muñoz-Carril, Universidad de Santiago de Compostela, USC (España)

Profesor Titular en el área de Didáctica y Organización Escolar de la Universidad de Santiago de Compostela. Coordinador del Grupo de Investigación Educativa MESTURA. Facultad de Formación del Profesorado, Avda. Ramón Ferreiro, s/n, 27002, Lugo, España.

Núria Hernández-Sellés, Centro Superior de Estudios Universitarios La Salle (España)

Vicedecana del Grado en diseño y gestión de proyectos transmedia en el Centro Superior de Estudios Universitarios La Salle. Miembro del grupo de investigación de Ananta Cultura Transmedia, en el CSEULS y del grupo de Investigación Educativa MESTURA de la Universidad de Santiago de Compostela.

Mercedes González-Sanmamed, Universidad de A Coruña, UDC (España)

Catedrática de Didáctica y Organización Escolar, con 6 sexenios (5 de investigación y 1 de transferencia). Ha participado en 41 proyectos de investigación. Es autora de más de doscientas publicaciones. Sus líneas de investigación se centran en la formación del profesorado, integración de las TIC e innovación en la enseñanza. 

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Publicado

2024-04-10

Cómo citar

Muñoz-Carril, P. C., Hernández-Sellés, N., & González-Sanmamed, M. (2024). Factores clave para el éxito del aprendizaje colaborativo en línea en la educación superior: percepciones del alumnado. RIED-Revista Iberoamericana de Educación a Distancia, 27(2), 103–126. https://doi.org/10.5944/ried.27.2.39093