Factores clave para el éxito del aprendizaje colaborativo en línea en la educación superiorpercepciones del alumnado

  1. Pablo-César Muñoz-Carril 1
  2. Nuria Hernández-Sellés 2
  3. Mercedes González-Sanmamed 3
  1. 1 Universidad de Santiago de Compostela, USC(España)
  2. 2 Centro Superior de Estudios Universitarios La Salle (España)
  3. 3 Universidad de A Coruña, UDC(España)
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Revista:
RIED: revista iberoamericana de educación a distancia

ISSN: 1138-2783

Año de publicación: 2024

Volumen: 27

Número: 2

Tipo: Artículo

DOI: 10.5944/RIED.27.2.39093 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: RIED: revista iberoamericana de educación a distancia

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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Fuente de los datos: Dialnet