Usuario de WindowsQUINTANILLA BASTIDAS ISAIAS ANTONIO202023-02-27T19:16:00Z2023-02-27T19:16:00Z2023-02-27T19:16:00Z1932290177599147941820947116http://www.zotero.org/styles/american-political-science-associationAmerican Political Science Associationhttp://www.zotero.org/styles/apaAmerican Psychological Association 7th editionhttp://www.zotero.org/styles/american-sociological-associationAmerican Sociological Association 6th editionhttp://www.zotero.org/styles/chicago-author-dateChicago Manual of Style 17th edition (author-date)http://www.zotero.org/styles/harvard-cite-them-rightCite Them Right 10th edition - Harvardhttp://www.zotero.org/styles/ieeeIEEEhttp://www.zotero.org/styles/modern-humanities-research-associationModern Humanities Research Association 3rd edition (note with bibliography)http://www.zotero.org/styles/modern-language-associationModern Language Association 8th editionhttp://www.zotero.org/styles/natureNaturehttp://www.zotero.org/styles/vancouverVancouverTruec3e81333-da4a-342a-a4f9-ffaa2787044ahttp://www.zotero.org/styles/apaCollaborative learning and its effective influence on academic performance.Aprendizaje colaborativo y su influencia efectiva en el rendimiento académico.Autor:Guamán Chisag, José LuisUNIVERSIDAD TÉCNICA PARTICULAR DE LOJA, UTPLAbogadoManta – EcuadoriVBORw0KGgoAAAANSUhEUgAAAEkAAABGCAMAAAC3+0k7AAAAAXNSR0IArs4c6QAAAARnQU1BAACx
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https://orcid.org/0000-0002-0136-6616 Citación/como citar este artículo: Guamán Chisag, José Luis. (2023). Aprendizaje colaborativo y su influencia efectiva en el rendimiento académico. MQRInvestigar, 7(1), 2291-2309. https://doi.org/10.56048/MQR20225.7.1.2023.2291-2309 Fechas de recepción: 02-FEB-2023 aceptación: 27-FEB-2023 publicación: 15-MAR-2023iVBORw0KGgoAAAANSUhEUgAAAEkAAABICAYAAAC6L9h5AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAV
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https://orcid.org/0000-0002-0136-6616http://mqrinvestigar.com/ ResumenEl aprendizaje colaborativo ha sido aplicado con frecuencia. Varios autores han expuesto sus ventajas, mediante investigaciones basadas en encuestas a profesores y estudiantes, pero no son muchos los estudios cuantitativos y correlacionales que han comparado el rendimiento académico obtenido con la aplicación de formas colaborativas y tradicionales de aprendizaje. Por esto, se realizó una revisión integrativa con el objetivo de determinar, a través del análisis de los resultados de investigaciones cuantitativas, si las formas colaborativas de aprender contribuyen a un mayor rendimiento académico en comparación con las individuales, e identificar los elementos que conducen al éxito de las prácticas docentes con métodos colaborativos. La revisión siguió el método de Ganong. Se revisaron 243 documentos y fueron seleccionados 11 artículos originales que cumplieron con el criterio de selección. Es decir, aquellos que expusieron resultados de investigaciones cuantitativas, correlacionales y comparativas, que midieron el rendimiento académico mediante el puntaje obtenido en los exámenes por los estudiantes que siguieron ambas formas de aprendizaje. Los resultados mostraron superioridad en el rendimiento académico por aprendizaje colaborativo en el 90,9% de los estudios. Además, se desarrollaron habilidades cognitivas, procedimentales y actitudinales que reforzaron la calidad del rendimiento académico. Se concluyó que el éxito de este tipo de aprendizaje depende de la conformación adecuada de los equipos, la preparación de condiciones previas, el diseño y correcto del proceso, apoyado por tecnologías de la información y la comunicación y métodos activos de enseñanza, con la realización de experiencias en forma continua, durante semestres y cursos.Palabras claves: Aprendizaje colaborativo; aprendizaje cooperativo; rendimiento académico; aprendizaje basado en equipos; habilidades sociales; habilidades profesionales.AbstractCollaborative learning has been frequently applied. Several authors have exposed its advantages, through research based on surveys to teachers and students, but there are not many quantitative and correlational studies that have compared the academic performance obtained with the application of collaborative and traditional forms of learning. For this reason, an integrative review was carried out with the objective of determining, through the analysis of the results of quantitative research, if collaborative ways of learning contribute to greater academic performance compared to individual ones, and to identify the elements that lead to learning success on teaching practices with collaborative methods. The review followed the Ganong method. 243 documents were reviewed and 11 original articles that met the selection criteria were selected. That is, those who presented results of quantitative, correlational and comparative research, which measured academic performance through the scores obtained in the exams by the students who followed both forms of learning. The results showed superiority in academic performance due to collaborative learning in 90.9% of the studies. In addition, cognitive, procedural and attitudinal skills were developed that reinforced the quality of academic performance. It was concluded that the success of this type of learning depends on the adequate conformation of the teams, the preparation of preconditions, the correct design of the process, supported by information and communication technologies and active teaching methods, with the realization of experiences continuously, during semesters and courses.Keywords: Collaborative learning; cooperative learning; academic performance; learning based teams; social skills; professional skills.IntroducciónLas formas individuales en que se produce el aprendizaje tradicional, que han caracterizado la enseñanza a través del tiempo, no preparan a plenitud al estudiante para los nuevos retos de los ambientes laborales interactivos ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.20343/teachlearninqu.8.2.11","author":[{"dropping-particle":"","family":"Lewis","given":"D.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Estis","given":"J.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Teaching and Learning Inquiry","id":"ITEM-1","issue":"2","issued":{"date-parts":[["2020"]]},"page":"165-183","title":"Improving mathematics content mastery and enhancing flexible problem solving through team-based inquiry learning","type":"article-journal","volume":"8"},"uris":["http://www.mendeley.com/documents/?uuid=6053d479-e30f-46cb-9ea9-73fc6bf52f8b"]}],"mendeley":{"formattedCitation":"(Lewis & Estis, 2020)","manualFormatting":"(Lewis y Estis, 2020)","plainTextFormattedCitation":"(Lewis & Estis, 2020)","previouslyFormattedCitation":"(Lewis & Estis, 2020)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Lewis y Estis, 2020). Estos se caracterizan por promover relaciones interdisciplinarias de trabajo que, con mayor fuerza, se imponen en el contexto social y empresarial contemporáneos ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.5944/educXX1.11408","author":[{"dropping-particle":"","family":"Vallet","given":"T.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Rivera","given":"P.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Vallet","given":"A.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Educación XX1","id":"ITEM-1","issue":"1","issued":{"date-parts":[["2017"]]},"page":"277-297","title":"Aprendizaje cooperativo, aprendizaje percibido y rendimiento académico en la enseñanza del Marketing","type":"article-journal","volume":"20"},"uris":["http://www.mendeley.com/documents/?uuid=ade844d0-70ba-4002-a88b-9827e8b0f029"]}],"mendeley":{"formattedCitation":"(Vallet et al., 2017)","plainTextFormattedCitation":"(Vallet et al., 2017)","previouslyFormattedCitation":"(Vallet et al., 2017)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Vallet et al., 2017). Frente a este problema, el aprendizaje colaborativo permite reproducir en el aula, formas de relaciones interpersonales propias de la vida laboral y profesional, y se convierte en una suerte de entrenamiento para el estudiante ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.53673/th.v1i8.41","author":[{"dropping-particle":"","family":"Damián","given":"I.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Camizán","given":"H.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Benites","given":"L.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"TecnoHumanismo","id":"ITEM-1","issue":"8","issued":{"date-parts":[["2021"]]},"page":"31-52","title":"El aprendizaje colaborativo como estrategia didáctica en América Latina","type":"article-journal","volume":"1"},"uris":["http://www.mendeley.com/documents/?uuid=b9af8459-e716-4483-8738-051e84d065e5"]}],"mendeley":{"formattedCitation":"(Damián et al., 2021)","plainTextFormattedCitation":"(Damián et al., 2021)","previouslyFormattedCitation":"(Damián et al., 2021)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Damián et al., 2021). 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Varios autores, en mayor o menor medida, han hallado que desarrolla capacidades cognitivas, procedimentales y actitudinales ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.20343/teachlearninqu.8.2.11","author":[{"dropping-particle":"","family":"Lewis","given":"D.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Estis","given":"J.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Teaching and Learning Inquiry","id":"ITEM-1","issue":"2","issued":{"date-parts":[["2020"]]},"page":"165-183","title":"Improving mathematics content mastery and enhancing flexible problem solving through team-based inquiry learning","type":"article-journal","volume":"8"},"uris":["http://www.mendeley.com/documents/?uuid=6053d479-e30f-46cb-9ea9-73fc6bf52f8b"]}],"mendeley":{"formattedCitation":"(Lewis & Estis, 2020)","manualFormatting":"(Lewis y Estis, 2020)","plainTextFormattedCitation":"(Lewis & Estis, 2020)","previouslyFormattedCitation":"(Lewis & Estis, 2020)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Lewis y Estis, 2020), ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.4067/S0718-50062020000600191","author":[{"dropping-particle":"","family":"Sánchez","given":"I.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Herrera","given":"E.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Rodríguez","given":"C.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Formación Universitaria","id":"ITEM-1","issue":"6","issued":{"date-parts":[["2020"]]},"page":"191-204","title":"Eficacia de resolución colaborativa de problemas en el desarrollo de habilidades cognitivo lingüísticas y en el rendimiento académico en Física","type":"article-journal","volume":"13"},"uris":["http://www.mendeley.com/documents/?uuid=ebb0c83c-6b39-45f2-9215-0b5dcffe9631"]}],"mendeley":{"formattedCitation":"(Sánchez et al., 2020)","plainTextFormattedCitation":"(Sánchez et al., 2020)","previouslyFormattedCitation":"(Sánchez et al., 2020)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Sánchez et al., 2020), ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.35622/j.rie.2020.02.009","ISBN":"0000000180399","author":[{"dropping-particle":"","family":"Vargas","given":"K.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Yana","given":"M.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Chura","given":"W.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Perez","given":"K.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Alanoca","given":"R.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Revista Innova Educación","id":"ITEM-1","issue":"2","issued":{"date-parts":[["2020"]]},"page":"363-379","title":"Aprendizaje colaborativo: una estrategia que humaniza la educación","type":"article-journal","volume":"2"},"uris":["http://www.mendeley.com/documents/?uuid=16accfb3-13f2-498b-b903-f84d6349909a"]}],"mendeley":{"formattedCitation":"(Vargas et al., 2020)","plainTextFormattedCitation":"(Vargas et al., 2020)","previouslyFormattedCitation":"(Vargas et al., 2020)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Vargas et al., 2020), ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.15359/ree.25-1.1","author":[{"dropping-particle":"","family":"Vázquez","given":"S.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Latorre","given":"C.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Liesa","given":"M.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Revista Electrónica Educare","id":"ITEM-1","issue":"1","issued":{"date-parts":[["2021"]]},"page":"1-19","title":"Análisis de los efectos de los \"equipos de aprendizaje por divisiones de rendimiento\" en el aprendizaje y los resultados académicos","type":"article-journal","volume":"25"},"uris":["http://www.mendeley.com/documents/?uuid=3cbf01c5-cf3e-4508-8de8-dd9e6664d3cc"]}],"mendeley":{"formattedCitation":"(Vázquez et al., 2021)","plainTextFormattedCitation":"(Vázquez et al., 2021)","previouslyFormattedCitation":"(Vázquez et al., 2021)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Vázquez et al., 2021). Los aspectos cognitivos tienen que ver con el desarrollo de habilidades de pensamiento, los procedimentales con habilidades sociales y profesionales y los actitudinales, con la formación de actitudes y valores ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.35622/j.rie.2020.02.009","ISBN":"0000000180399","author":[{"dropping-particle":"","family":"Vargas","given":"K.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Yana","given":"M.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Chura","given":"W.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Perez","given":"K.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Alanoca","given":"R.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Revista Innova Educación","id":"ITEM-1","issue":"2","issued":{"date-parts":[["2020"]]},"page":"363-379","title":"Aprendizaje colaborativo: una estrategia que humaniza la educación","type":"article-journal","volume":"2"},"uris":["http://www.mendeley.com/documents/?uuid=16accfb3-13f2-498b-b903-f84d6349909a"]}],"mendeley":{"formattedCitation":"(Vargas et al., 2020)","plainTextFormattedCitation":"(Vargas et al., 2020)","previouslyFormattedCitation":"(Vargas et al., 2020)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Vargas et al., 2020). Pero la influencia positiva que el aprendizaje colaborativo puede ejercer en el rendimiento académico ha sido un aspecto controversial en el debate de los especialistas ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.5565/rev/edicar.935","author":[{"dropping-particle":"","family":"Navarro","given":"I.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"González","given":"C.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"López","given":"B.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Contreras","given":"A.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Educar","id":"ITEM-1","issue":"2","issued":{"date-parts":[["2019"]]},"page":"519-541","title":"Aprendizaje cooperativo basado en proyectos y entornos virtuales para la formación de futuros maestros","type":"article-journal","volume":"55"},"uris":["http://www.mendeley.com/documents/?uuid=ed6df33d-a83f-4ae7-96f1-8fdcc12e7e87"]}],"mendeley":{"formattedCitation":"(Navarro et al., 2019)","plainTextFormattedCitation":"(Navarro et al., 2019)","previouslyFormattedCitation":"(Navarro et al., 2019)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Navarro et al., 2019). Y es que para que surta los efectos esperados, es imprescindible que el docente diseñe cuidadosamente y siga, desde dentro, el proceso de enseñanza aprendizaje ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.20343/teachlearninqu.8.2.11","author":[{"dropping-particle":"","family":"Lewis","given":"D.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Estis","given":"J.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Teaching and Learning Inquiry","id":"ITEM-1","issue":"2","issued":{"date-parts":[["2020"]]},"page":"165-183","title":"Improving mathematics content mastery and enhancing flexible problem solving through team-based inquiry learning","type":"article-journal","volume":"8"},"uris":["http://www.mendeley.com/documents/?uuid=6053d479-e30f-46cb-9ea9-73fc6bf52f8b"]}],"mendeley":{"formattedCitation":"(Lewis & Estis, 2020)","manualFormatting":"(Lewis y Estis, 2020)","plainTextFormattedCitation":"(Lewis & Estis, 2020)","previouslyFormattedCitation":"(Lewis & Estis, 2020)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Lewis y Estis, 2020). Por el contrario, con frecuencia los docentes orientan a los estudiantes formar equipos para desarrollar determinados temas y finalmente, evalúa el trabajo realizado de conjunto, lo cual está lejos de constituir aprendizaje colaborativo ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.53673/th.v1i8.41","author":[{"dropping-particle":"","family":"Damián","given":"I.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Camizán","given":"H.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Benites","given":"L.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"TecnoHumanismo","id":"ITEM-1","issue":"8","issued":{"date-parts":[["2021"]]},"page":"31-52","title":"El aprendizaje colaborativo como estrategia didáctica en América Latina","type":"article-journal","volume":"1"},"uris":["http://www.mendeley.com/documents/?uuid=b9af8459-e716-4483-8738-051e84d065e5"]}],"mendeley":{"formattedCitation":"(Damián et al., 2021)","plainTextFormattedCitation":"(Damián et al., 2021)","previouslyFormattedCitation":"(Damián et al., 2021)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Damián et al., 2021). La práctica colaborativa correcta constituye un método que implica empeño del profesor como asesor del equipo. Esto supone un esfuerzo extra para involucrarse con los estudiantes durante todo el proceso y necesariamente, cumplir más tareas y responsabilidades que las que desempeña en modelos tradicionales de enseñanza ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"author":[{"dropping-particle":"","family":"Johnson","given":"D.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Johnson","given":"R.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Theory into Practice","id":"ITEM-1","issue":"2","issued":{"date-parts":[["1999"]]},"page":"67-73","title":"Making cooperative learning work","type":"article-journal","volume":"38"},"uris":["http://www.mendeley.com/documents/?uuid=33b0914a-4a73-4439-8290-2e6e52900c54"]}],"mendeley":{"formattedCitation":"(Johnson & Johnson, 1999)","manualFormatting":"(Johnson y Johnson, 1999)","plainTextFormattedCitation":"(Johnson & Johnson, 1999)","previouslyFormattedCitation":"(Johnson & Johnson, 1999)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Johnson y Johnson, 1999). Entre ellas, el seguimiento individual del aporte de cada miembro al trabajo del equipo, es imprescindible para que el docente realice una evaluación objetiva del rendimiento académico, además de las habilidades que puedan ser desarrolladas ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.15359/ree.25-1.1","author":[{"dropping-particle":"","family":"Vázquez","given":"S.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Latorre","given":"C.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Liesa","given":"M.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Revista Electrónica Educare","id":"ITEM-1","issue":"1","issued":{"date-parts":[["2021"]]},"page":"1-19","title":"Análisis de los efectos de los \"equipos de aprendizaje por divisiones de rendimiento\" en el aprendizaje y los resultados académicos","type":"article-journal","volume":"25"},"uris":["http://www.mendeley.com/documents/?uuid=3cbf01c5-cf3e-4508-8de8-dd9e6664d3cc"]}],"mendeley":{"formattedCitation":"(Vázquez et al., 2021)","plainTextFormattedCitation":"(Vázquez et al., 2021)","previouslyFormattedCitation":"(Vázquez et al., 2021)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Vázquez et al., 2021). En resumen, el problema se sitúa en dos niveles para el caso del aprendizaje colaborativo: verificar su efectividad para cambiar las formas tradicionales de aprendizaje por métodos que preparen de forma más integral al estudiante para la vida laboral, además de mejorar su rendimiento académico y, por otro lado, asegurar que los docentes dominen las buenas prácticas para su aplicación efectiva.El aprendizaje colaborativo ha sido muy utilizado y varios autores han defendido la necesidad de su aplicación en el proceso docente-educativo actual ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.46328/ijemst.1243","author":[{"dropping-particle":"","family":"Talan","given":"T.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"International Journal of Education in Mathematics, Science and Technology (IJEMST)","id":"ITEM-1","issue":"3","issued":{"date-parts":[["2021"]]},"page":"425-448","title":"The effect of computer-supported collaborative learning on academic achievement : a meta-analysis study","type":"article-journal","volume":"9"},"uris":["http://www.mendeley.com/documents/?uuid=78848c37-95c8-4338-aa63-6af832e53307"]}],"mendeley":{"formattedCitation":"(Talan, 2021)","plainTextFormattedCitation":"(Talan, 2021)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Talan, 2021). Abundan las investigaciones basadas en encuestas a profesores y estudiantes, pero son escasos los estudios cuantitativos y correlacionales que han comparado el rendimiento académico obtenido con la aplicación de formas colaborativas y tradicionales de aprendizaje. En especial, faltan estudios que midan los resultados con indicadores válidos y fiables, como por ejemplo, las calificaciones de los estudiantes ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.5944/educXX1.11408","author":[{"dropping-particle":"","family":"Vallet","given":"T.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Rivera","given":"P.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Vallet","given":"A.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Educación XX1","id":"ITEM-1","issue":"1","issued":{"date-parts":[["2017"]]},"page":"277-297","title":"Aprendizaje cooperativo, aprendizaje percibido y rendimiento académico en la enseñanza del Marketing","type":"article-journal","volume":"20"},"uris":["http://www.mendeley.com/documents/?uuid=ade844d0-70ba-4002-a88b-9827e8b0f029"]}],"mendeley":{"formattedCitation":"(Vallet et al., 2017)","plainTextFormattedCitation":"(Vallet et al., 2017)","previouslyFormattedCitation":"(Vallet et al., 2017)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Vallet et al., 2017), ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.51247/pdlc.v3i2.314","ISBN":"0000000183","author":[{"dropping-particle":"","family":"Venet","given":"R.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Calvas","given":"M.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Portal de la Ciencia","id":"ITEM-1","issue":"2","issued":{"date-parts":[["2022"]]},"page":"85-97","title":"El aprendizaje cooperativo en los estudios sociales","type":"article-journal","volume":"3"},"uris":["http://www.mendeley.com/documents/?uuid=ae84c054-e0e8-4e2b-b9cf-f58fdd42e374"]}],"mendeley":{"formattedCitation":"(Venet & Calvas, 2022)","manualFormatting":"(Venet y Calvas, 2022)","plainTextFormattedCitation":"(Venet & Calvas, 2022)","previouslyFormattedCitation":"(Venet & Calvas, 2022)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Venet y Calvas, 2022). El rendimiento académico indica la calidad docente y permite valorar, generalmente de forma cuantitativa, si el estudiante cumplió los objetivos de la enseñanza ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.4067/S0718-07052021000100469","author":[{"dropping-particle":"","family":"la Fuente","given":"H.","non-dropping-particle":"de","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Marzo","given":"M.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Berne","given":"C.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Pedraja","given":"M.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"González","given":"C.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Estudios Pedagógicos","id":"ITEM-1","issue":"1","issued":{"date-parts":[["2021"]]},"page":"469-482","title":"Análisis de los determinantes del rendimiento académico . El caso de Contador Auditor de la Pontificia Universidad Católica","type":"article-journal","volume":"XLVII"},"uris":["http://www.mendeley.com/documents/?uuid=59fc94a8-9ebd-4afe-ab0a-572b427ccdc2"]}],"mendeley":{"formattedCitation":"(de la Fuente et al., 2021)","manualFormatting":"(de la Fuente et al., 2021)","plainTextFormattedCitation":"(de la Fuente et al., 2021)","previouslyFormattedCitation":"(de la Fuente et al., 2021)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(de la Fuente et al., 2021). Por tanto, se mide fundamentalmente mediante el puntaje obtenido en los exámenes. Este trabajo va encaminado a atender, en parte este vacío, a través del análisis de experiencias de aprendizaje colaborativo que midieron su efectividad mediante este indicador.En la literatura especializada varios autores plantean una diferencia conceptual entre “colaborativo” y “cooperativo” ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.17081/eduhum.23.41.4188","author":[{"dropping-particle":"","family":"Jaramillo","given":"B.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Quintero","given":"S.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Educación y Humanismo","id":"ITEM-1","issue":"41","issued":{"date-parts":[["2021"]]},"page":"205-233","title":"Trabajando en equipo: múltiples perspectivas acerca del trabajo cooperativo y colaborativo","type":"article-journal","volume":"23"},"uris":["http://www.mendeley.com/documents/?uuid=c9a3f3c8-f8e0-462f-889b-e91b60e1932d"]}],"mendeley":{"formattedCitation":"(Jaramillo & Quintero, 2021)","manualFormatting":"(Jaramillo y Quintero, 2021)","plainTextFormattedCitation":"(Jaramillo & Quintero, 2021)","previouslyFormattedCitation":"(Jaramillo & Quintero, 2021)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Jaramillo y Quintero, 2021). Según este criterio, en la cooperación se establece una figura que dirige, establece roles y tareas, mientras que en la colaboración las actividades y relaciones entre los miembros del equipo se producen de manera espontánea. Sin embargo, muchos otros autores utilizan estos términos indistintamente o lo consideran sinónimos ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.53673/th.v1i8.41","author":[{"dropping-particle":"","family":"Damián","given":"I.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Camizán","given":"H.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Benites","given":"L.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"TecnoHumanismo","id":"ITEM-1","issue":"8","issued":{"date-parts":[["2021"]]},"page":"31-52","title":"El aprendizaje colaborativo como estrategia didáctica en América Latina","type":"article-journal","volume":"1"},"uris":["http://www.mendeley.com/documents/?uuid=b9af8459-e716-4483-8738-051e84d065e5"]}],"mendeley":{"formattedCitation":"(Damián et al., 2021)","plainTextFormattedCitation":"(Damián et al., 2021)","previouslyFormattedCitation":"(Damián et al., 2021)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Damián et al., 2021), ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.51247/pdlc.v3i2.314","ISBN":"0000000183","author":[{"dropping-particle":"","family":"Venet","given":"R.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Calvas","given":"M.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Portal de la Ciencia","id":"ITEM-1","issue":"2","issued":{"date-parts":[["2022"]]},"page":"85-97","title":"El aprendizaje cooperativo en los estudios sociales","type":"article-journal","volume":"3"},"uris":["http://www.mendeley.com/documents/?uuid=ae84c054-e0e8-4e2b-b9cf-f58fdd42e374"]}],"mendeley":{"formattedCitation":"(Venet & Calvas, 2022)","manualFormatting":"(Venet y Calvas, 2022)","plainTextFormattedCitation":"(Venet & Calvas, 2022)","previouslyFormattedCitation":"(Venet & Calvas, 2022)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Venet y Calvas, 2022). Por otra parte, el necesario papel del profesor como guía, asesor y orientador, debe evaluar los límites de las formas de organización absolutamente espontáneas. Por estas razones, y por el reducido número de estudios encontrados, la búsqueda bibliográfica incluyó ambos términos. Además, en la mayor parte de los autores existe coincidencia de criterios en cuanto a las características generales de este tipo de aprendizaje ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"author":[{"dropping-particle":"","family":"Maldonado","given":"M.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Educare","id":"ITEM-1","issue":"2","issued":{"date-parts":[["2012"]]},"page":"93-118","title":"Trabajo colaborativo en el aula: experiencias desde la formación docente","type":"article-journal","volume":"16"},"uris":["http://www.mendeley.com/documents/?uuid=81603673-dd34-4b01-90ff-2839533873b5"]}],"mendeley":{"formattedCitation":"(Maldonado, 2012)","plainTextFormattedCitation":"(Maldonado, 2012)","previouslyFormattedCitation":"(Maldonado, 2012)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Maldonado, 2012):1. Profesor como facilitador y mediador. 2. Responsabilidades y tareas individuales y grupales. 3. Aprendizaje autónomo, mutuo entre los miembros del grupo con el profesor. 4. Conocimiento construido por razonamiento, cuestionamiento y discusión.Así, el aprendizaje colaborativo parece presentarse como alternativa necesaria para enseñar y educar de forma más coherente con los tiempos actuales. Pero, como toda intervención educativa efectiva, deberá asegurar también, mejoras en el rendimiento académico ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.5944/educXX1.30565","author":[{"dropping-particle":"","family":"Gozalo","given":"M.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"León","given":"B.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Romero","given":"M.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Educación XX1","id":"ITEM-1","issue":"1","issued":{"date-parts":[["2022"]]},"page":"171-195","title":"Buenas prácticas del estudiante universitario que predicen su rendimiento académico","type":"article-journal","volume":"25"},"uris":["http://www.mendeley.com/documents/?uuid=1612f46b-c9d1-4194-a7bf-464bfccbbe18"]}],"mendeley":{"formattedCitation":"(Gozalo et al., 2022)","plainTextFormattedCitation":"(Gozalo et al., 2022)","previouslyFormattedCitation":"(Gozalo et al., 2022)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Gozalo et al., 2022). Es por esto que se realizó una revisión integrativa de la bibliografía especializada con el objetivo de determinar, a través del análisis de los resultados de investigaciones cuantitativas, si existe correlación entre las variables aprendizaje colaborativo y rendimiento académico, determinar si estas formas de aprender contribuyen a un mayor rendimiento académico en comparación con formas individuales y tradicionales de aprendizaje, e identificar elementos en la práctica docente para propiciar el éxito de la aplicación de métodos colaborativos.Material y métodosSe realizó una revisión integrativa, que siguió el método de Ganong. Este se basa en la búsqueda y análisis comparativo de los resultados de investigaciones ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.1002/nur.4770100103","author":[{"dropping-particle":"","family":"Ganong","given":"L.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Res Nur Health","id":"ITEM-1","issue":"1","issued":{"date-parts":[["1987"]]},"page":"1-11","title":"Integrative reviews of nursing research","type":"article-journal","volume":"10"},"uris":["http://www.mendeley.com/documents/?uuid=a1b2cfd9-b131-4e9c-937e-185c79a5134b"]}],"mendeley":{"formattedCitation":"(Ganong, 1987)","manualFormatting":"(Ganong, 1987)","plainTextFormattedCitation":"(Ganong, 1987)","previouslyFormattedCitation":"(Ganong, 1987)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Ganong, 1987). Para ello, Ganong expone que se deben cumplir seis etapas, que fueron las siguientes para el caso de esta revisión: Preguntas de la revisión, que indican sus objetivos: ¿la aplicación de formas colaborativas de aprendizaje conduce a rendimientos académicos superiores a los que se obtienen con el aprendizaje individual tradicional? y ¿qué condiciones del ambiente docente son necesarias para la aplicación exitosa del aprendizaje colaborativo?Criterios de inclusión y exclusión de los documentos para conformar la muestra para el análisis. Se revisó un total de 243 documentos, en español e inglés. Fueron obtenidos de las bases de datos de Scopus, ERIC, Scielo, Dialnet, DOAJ y Google Académico. La búsqueda se realizó con el empleo las palabras clave: aprendizaje colaborativo; aprendizaje cooperativo; rendimiento académico; aprendizaje basado en equipos; habilidades sociales; habilidades profesionales. Se incluyeron artículos originales, publicados en los últimos cinco años, correspondientes a investigaciones cuantitativas correlacionales, en las que se comparó el rendimiento académico obtenido con la aplicación del aprendizaje colaborativo y tradicional. Fueron seleccionados estudios que tomaron el puntaje alcanzado por los estudiantes, como indicador del rendimiento académico. Fueron excluidas publicaciones duplicadas, reflexiones, cartas, ponencias, tesis y otros artículos que no aportaron elementos para la fundamentación de los temas tratados. Se excluyeron, además, estudios cualitativos basados en la aplicación de cuestionarios, debido a que sus resultados expresan solo el criterio de los encuestados y no ofrecen una medición precisa de las variables.La gestión de las citas y referencias se realizó empleando Mendeley Desktop. El procesamiento estadístico de los datos fue de tipo descriptivo, a partir del cálculo de frecuencias para mostrar tendencias en los hallazgos. Para el análisis de los resultados se obtuvo una muestra de 11 estudios cuantitativos, realizados entre 2019 y 2022. Otros 16 documentos fueron utilizados para fundamentar el problema, mostrar el estado del arte, realizar la discusión y otros aspectos del análisis.Selección de los resultados de interés en las investigaciones, atendiendo a las diferentes categorías que integraron la búsqueda y que sirvieron para elaborar el tópico de Resultados y Discusión. Se elaboró una matriz para el análisis de los datos que incluyó el título, los objetivos, instrumentos de recolección de datos, características y tamaño de las muestras, las categorías o temas tratados, los principales hallazgos y las conclusiones de cada investigación seleccionada. Análisis y resumen de los principales resultados, identificando los aspectos coincidentes y las diferencias entre los estudios. Discusión e interpretación de los resultados. Los datos cuantitativos y cualitativos extraídos fueron organizados y resumidos en tablas, de acuerdo a las categorías a tratar. El análisis y discusión de los resultados estuvo resumido en dos tópicos fundamentales. En primer lugar, se analizaron los hallazgos en cuanto a la comparación del rendimiento académico obtenido con formas colaborativas y tradicionales de aprendizaje, se identificaron los logros obtenidos en cuanto a habilidades cognitivas, procedimentales, actitudinales y la satisfacción estudiantil. En segundo lugar, se expusieron las características de los ambientes docentes creados para la aplicación del aprendizaje colaborativo.Redacción sintética y directa de las principales evidencias, para elaborar el artículo.En la Figura 1 se muestra el diagrama que resume las etapas de búsqueda y selección de los documentos para elaborar la revisión integrativa.Figura 1Etapas de búsqueda y selección bibliográfica/9j/4AAQSkZJRgABAQEAYABgAAD/2wBDAAEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEB
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Estas condiciones propician que los compañeros de equipo empleen para ello un lenguaje común y una forma de razonar propia, más cercana al alumno. Por otra parte, cuando se explica una idea, el emisor profundiza en su fundamento para poder trasmitirla y refuerza con ello, su convicción. Por tanto, la profundidad que adquiere el conocimiento transmitido favorece a ambas partes: al emisor (el estudiante que explica) y al receptor (el estudiante que recibe la explicación). 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Sin embargo, es necesaria una intervención más consciente de los docentes en el desarrollo de los aspectos actitudinales, pues a pesar de que los estudiantes al trabajar en equipo se ven en la necesidad de colaborar entre sí, persisten actitudes individualistas y competitivas, por lo que la formación de valores es limitada ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.35622/j.rie.2020.02.009","ISBN":"0000000180399","author":[{"dropping-particle":"","family":"Vargas","given":"K.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Yana","given":"M.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Chura","given":"W.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Perez","given":"K.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Alanoca","given":"R.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Revista Innova Educación","id":"ITEM-1","issue":"2","issued":{"date-parts":[["2020"]]},"page":"363-379","title":"Aprendizaje colaborativo: una estrategia que humaniza la educación","type":"article-journal","volume":"2"},"uris":["http://www.mendeley.com/documents/?uuid=16accfb3-13f2-498b-b903-f84d6349909a"]}],"mendeley":{"formattedCitation":"(Vargas et al., 2020)","plainTextFormattedCitation":"(Vargas et al., 2020)","previouslyFormattedCitation":"(Vargas et al., 2020)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Vargas et al., 2020). Por tanto, los logros actitudinales pueden ser más difíciles de educar y alcanzar, que los cognitivos y procedimentales.Cabe destacar que los estudiantes mostraron preferencia por las formas colaborativas de aprendizaje sobre las tradicionales ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.51581/rccm.v24i12.399","author":[{"dropping-particle":"","family":"Díaz","given":"A.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Mercado","given":"M.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Ruiz","given":"M.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Revista Científica de Ciencias Médicas","id":"ITEM-1","issue":"2","issued":{"date-parts":[["2021"]]},"page":"108-115","title":"Método de aprendizaje colaborativo vs aprendizaje tradicional en la formación investigativa en estudiantes de medicina","type":"article-journal","volume":"24"},"uris":["http://www.mendeley.com/documents/?uuid=a61a020d-b8bc-4b14-802d-402f98b360bf"]}],"mendeley":{"formattedCitation":"(Díaz et al., 2021)","plainTextFormattedCitation":"(Díaz et al., 2021)","previouslyFormattedCitation":"(Díaz et al., 2021)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Díaz et al., 2021). Tres de las investigaciones que conformaron la muestra midieron, además, la satisfacción estudiantil y encontraron que esta fue superior para los grupos que siguieron formas colaborativas que para aquellos que adoptaron las tradicionales ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.5565/rev/edicar.935","author":[{"dropping-particle":"","family":"Navarro","given":"I.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"González","given":"C.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"López","given":"B.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Contreras","given":"A.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Educar","id":"ITEM-1","issue":"2","issued":{"date-parts":[["2019"]]},"page":"519-541","title":"Aprendizaje cooperativo basado en proyectos y entornos virtuales para la formación de futuros maestros","type":"article-journal","volume":"55"},"uris":["http://www.mendeley.com/documents/?uuid=ed6df33d-a83f-4ae7-96f1-8fdcc12e7e87"]}],"mendeley":{"formattedCitation":"(Navarro et al., 2019)","plainTextFormattedCitation":"(Navarro et al., 2019)","previouslyFormattedCitation":"(Navarro et al., 2019)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Navarro et al., 2019), ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.1080/00405849909543834","author":[{"dropping-particle":"","family":"Ozkara","given":"B.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Cakir","given":"H.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"The Turkish Online Journal of Educational Technology","id":"ITEM-1","issue":"4","issued":{"date-parts":[["2020"]]},"page":"66-74","title":"Comparison of collaborative and individual learning in online learning","type":"article-journal","volume":"19"},"uris":["http://www.mendeley.com/documents/?uuid=97bee5b8-863f-423d-8734-e683cc8b0a94"]}],"mendeley":{"formattedCitation":"(Ozkara & Cakir, 2020)","manualFormatting":"(Ozkara y Cakir, 2020)","plainTextFormattedCitation":"(Ozkara & Cakir, 2020)","previouslyFormattedCitation":"(Ozkara & Cakir, 2020)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Ozkara y Cakir, 2020), ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.51581/rccm.v24i12.399","author":[{"dropping-particle":"","family":"Díaz","given":"A.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Mercado","given":"M.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Ruiz","given":"M.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Revista Científica de Ciencias Médicas","id":"ITEM-1","issue":"2","issued":{"date-parts":[["2021"]]},"page":"108-115","title":"Método de aprendizaje colaborativo vs aprendizaje tradicional en la formación investigativa en estudiantes de medicina","type":"article-journal","volume":"24"},"uris":["http://www.mendeley.com/documents/?uuid=a61a020d-b8bc-4b14-802d-402f98b360bf"]}],"mendeley":{"formattedCitation":"(Díaz et al., 2021)","plainTextFormattedCitation":"(Díaz et al., 2021)","previouslyFormattedCitation":"(Díaz et al., 2021)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Díaz et al., 2021). Los estudiantes opinaron que estos conocimientos adquiridos de manera práctica gracias a la colaboración, son más sólidos y duraderos ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.5565/rev/edicar.935","author":[{"dropping-particle":"","family":"Navarro","given":"I.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"González","given":"C.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"López","given":"B.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Contreras","given":"A.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Educar","id":"ITEM-1","issue":"2","issued":{"date-parts":[["2019"]]},"page":"519-541","title":"Aprendizaje cooperativo basado en proyectos y entornos virtuales para la formación de futuros maestros","type":"article-journal","volume":"55"},"uris":["http://www.mendeley.com/documents/?uuid=ed6df33d-a83f-4ae7-96f1-8fdcc12e7e87"]}],"mendeley":{"formattedCitation":"(Navarro et al., 2019)","plainTextFormattedCitation":"(Navarro et al., 2019)","previouslyFormattedCitation":"(Navarro et al., 2019)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Navarro et al., 2019). Condiciones del ambiente docente para un aprendizaje colaborativo efectivoEl éxito de la aplicación de formas colaborativas depende de la creación de condiciones favorables para su desarrollo, de las cuales el docente es responsable ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.51581/rccm.v24i12.399","author":[{"dropping-particle":"","family":"Díaz","given":"A.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Mercado","given":"M.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Ruiz","given":"M.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Revista Científica de Ciencias Médicas","id":"ITEM-1","issue":"2","issued":{"date-parts":[["2021"]]},"page":"108-115","title":"Método de aprendizaje colaborativo vs aprendizaje tradicional en la formación investigativa en estudiantes de medicina","type":"article-journal","volume":"24"},"uris":["http://www.mendeley.com/documents/?uuid=a61a020d-b8bc-4b14-802d-402f98b360bf"]}],"mendeley":{"formattedCitation":"(Díaz et al., 2021)","plainTextFormattedCitation":"(Díaz et al., 2021)","previouslyFormattedCitation":"(Díaz et al., 2021)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Díaz et al., 2021). Varios de los estudios no explicaron cómo conformaron los grupos o de qué manera desarrollaron las experiencias de aprendizaje colaborativo. No obstante, el análisis de los datos disponibles, expuestos en la Tabla 3, permitió destacar algunos aspectos que pueden contribuir al éxito de la aplicación del aprendizaje colaborativo para futuras experiencias. Se recomienda conformar grupos pequeños, de 2 a 5 estudiantes, para garantizar la participación individual ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.51581/rccm.v24i12.399","author":[{"dropping-particle":"","family":"Díaz","given":"A.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Mercado","given":"M.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Ruiz","given":"M.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Revista Científica de Ciencias Médicas","id":"ITEM-1","issue":"2","issued":{"date-parts":[["2021"]]},"page":"108-115","title":"Método de aprendizaje colaborativo vs aprendizaje tradicional en la formación investigativa en estudiantes de medicina","type":"article-journal","volume":"24"},"uris":["http://www.mendeley.com/documents/?uuid=a61a020d-b8bc-4b14-802d-402f98b360bf"]}],"mendeley":{"formattedCitation":"(Díaz et al., 2021)","plainTextFormattedCitation":"(Díaz et al., 2021)","previouslyFormattedCitation":"(Díaz et al., 2021)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Díaz et al., 2021). Esto permite que el docente asigne tareas y pueda evaluar de forma individual, además de en equipo ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.51581/rccm.v24i12.399","author":[{"dropping-particle":"","family":"Díaz","given":"A.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Mercado","given":"M.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Ruiz","given":"M.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Revista Científica de Ciencias Médicas","id":"ITEM-1","issue":"2","issued":{"date-parts":[["2021"]]},"page":"108-115","title":"Método de aprendizaje colaborativo vs aprendizaje tradicional en la formación investigativa en estudiantes de medicina","type":"article-journal","volume":"24"},"uris":["http://www.mendeley.com/documents/?uuid=a61a020d-b8bc-4b14-802d-402f98b360bf"]}],"mendeley":{"formattedCitation":"(Díaz et al., 2021)","plainTextFormattedCitation":"(Díaz et al., 2021)","previouslyFormattedCitation":"(Díaz et al., 2021)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Díaz et al., 2021). El profesor debe garantizar la participación de todos los miembros del grupo y que no sea siempre el más aventajado quien proponga las ideas y soluciones ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.20343/teachlearninqu.8.2.11","author":[{"dropping-particle":"","family":"Lewis","given":"D.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Estis","given":"J.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Teaching and Learning Inquiry","id":"ITEM-1","issue":"2","issued":{"date-parts":[["2020"]]},"page":"165-183","title":"Improving mathematics content mastery and enhancing flexible problem solving through team-based inquiry learning","type":"article-journal","volume":"8"},"uris":["http://www.mendeley.com/documents/?uuid=6053d479-e30f-46cb-9ea9-73fc6bf52f8b"]}],"mendeley":{"formattedCitation":"(Lewis & Estis, 2020)","manualFormatting":"(Lewis y Estis, 2020)","plainTextFormattedCitation":"(Lewis & Estis, 2020)","previouslyFormattedCitation":"(Lewis & Estis, 2020)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Lewis y Estis, 2020). Se observaron diferencias de criterio en cuanto a cómo conformarlos, atendiendo a las características de sus integrantes: de manera aleatoria ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.5565/rev/edicar.935","author":[{"dropping-particle":"","family":"Navarro","given":"I.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"González","given":"C.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"López","given":"B.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Contreras","given":"A.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Educar","id":"ITEM-1","issue":"2","issued":{"date-parts":[["2019"]]},"page":"519-541","title":"Aprendizaje cooperativo basado en proyectos y entornos virtuales para la formación de futuros 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Sin embargo, el autor de este artículo considera que la composición de los grupos debe ser heterogénea, quedando a cargo del docente la conformación de los mismos. Entre las razones que avalan este criterio están las siguientes. En el ámbito laboral de una empresa no es posible escoger los compañeros de trabajo. Es necesario trabajar de conjunto con otras personas, con las cuales muchas veces no existe afinidad, son desconocidos y se comienza desde cero a establecer relaciones con ellos. 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Estas habilidades se entrenan de forma más genuina, desde el trabajo docente en un equipo heterogéneo.La selección por afinidad facilita el trabajo en equipo, pero no debe ser el factor determinante. Es factible de ser aprovechada, siempre que se asegure la heterogeneidad en la composición del grupo y el equilibrio entre los equipos, aspectos que solo podrá diseñar el profesor que conoce a sus estudiantes ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"author":[{"dropping-particle":"","family":"Johnson","given":"D.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Johnson","given":"R.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Theory into Practice","id":"ITEM-1","issue":"2","issued":{"date-parts":[["1999"]]},"page":"67-73","title":"Making cooperative learning work","type":"article-journal","volume":"38"},"uris":["http://www.mendeley.com/documents/?uuid=33b0914a-4a73-4439-8290-2e6e52900c54"]}],"mendeley":{"formattedCitation":"(Johnson & Johnson, 1999)","manualFormatting":"(Johnson y Johnson, 1999)","plainTextFormattedCitation":"(Johnson & Johnson, 1999)","previouslyFormattedCitation":"(Johnson & Johnson, 1999)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Johnson y Johnson, 1999). En grupos heterogéneos se facilita la construcción y transmisión efectiva de conocimientos y los estudiantes aprenden a respetar y apreciar la contribución individual, por lo que se desarrollan competencias procedimentales y actitudinales ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"author":[{"dropping-particle":"","family":"Rojas","given":"E.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Mastachi","given":"M.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Huerta","given":"A.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Gestión del aprendizaje, experiencias exitosas en diversos niveles educativos","editor":[{"dropping-particle":"","family":"Silva","given":"M.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Mastachi","given":"M.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Badillo","given":"J.","non-dropping-particle":"","parse-names":false,"suffix":""}],"id":"ITEM-1","issued":{"date-parts":[["2021"]]},"publisher":"Imaginarial Editores","title":"Gstión de aprendizajes para mejorar la comprensión lectora en estudiantes de Telesecundaria a través del aprendizaje colaborativo","type":"chapter"},"uris":["http://www.mendeley.com/documents/?uuid=02e22ae7-f34e-4259-a7c7-7104c1455d36"]}],"mendeley":{"formattedCitation":"(Rojas et al., 2021)","plainTextFormattedCitation":"(Rojas et al., 2021)","previouslyFormattedCitation":"(Rojas et al., 2021)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Rojas et al., 2021). La heterogeneidad debe ser máxima y atender al nivel de rendimiento académico, habilidades, características de la personalidad, diferencias sociales, religiosas y otras ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.15359/ree.25-1.1","author":[{"dropping-particle":"","family":"Vázquez","given":"S.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Latorre","given":"C.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Liesa","given":"M.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Revista Electrónica Educare","id":"ITEM-1","issue":"1","issued":{"date-parts":[["2021"]]},"page":"1-19","title":"Análisis de los efectos de los \"equipos de aprendizaje por divisiones de rendimiento\" en el aprendizaje y los resultados académicos","type":"article-journal","volume":"25"},"uris":["http://www.mendeley.com/documents/?uuid=3cbf01c5-cf3e-4508-8de8-dd9e6664d3cc"]}],"mendeley":{"formattedCitation":"(Vázquez et al., 2021)","plainTextFormattedCitation":"(Vázquez et al., 2021)","previouslyFormattedCitation":"(Vázquez et al., 2021)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Vázquez et al., 2021). Con los equipos conformados, es recomendable que los docentes dediquen tiempo a realizar una preparación previa de los estudiantes acerca de los objetivos, técnicas colaborativas y sus ventajas para la formación de los propios alumnos. 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Con ello se crean condiciones para que las experiencias produzcan los resultados esperados.La incorporación de las TIC no solo es factible, sino también necesaria en ambientes de aprendizaje colaborativo, pues son el medio adecuado para el trabajo en equipo a distancia. Esto incluye la relación con el docente fuera del aula, durante el trabajo extra clase y autónomo. 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El profesor deberá considerar este aspecto para conformar los equipos, asegurando que todos los miembros cuenten con los medios necesarios y tengan dominio de las aplicaciones o plataformas que se utilicen ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"author":[{"dropping-particle":"","family":"Jena","given":"A","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Bhattacharjee","given":"S","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Devi","given":"J.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Barman","given":"M.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"The Online Journal of Distance Education and e-Learning","id":"ITEM-1","issue":"1","issued":{"date-parts":[["2020"]]},"page":"25-36","title":"Effects of Web 2.0 technology assisted Slideshare, Youtube and Whatsapp on individual and collaborative leaning performance and retention in tissues system","type":"article-journal","volume":"8"},"uris":["http://www.mendeley.com/documents/?uuid=aa727a25-90f1-42a2-a863-114250a6cf06"]}],"mendeley":{"formattedCitation":"(Jena et al., 2020)","plainTextFormattedCitation":"(Jena et al., 2020)","previouslyFormattedCitation":"(Jena et al., 2020)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Jena et al., 2020). Este aspecto deberá formar parte de la etapa de preparación previa, explicada en el párrafo anterior.Un meta-análisis realizado acerca del aprendizaje colaborativo apoyado en TIC y el rendimiento académico, halló que la influencia de estas es positiva y moderada ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.46328/ijemst.1243","author":[{"dropping-particle":"","family":"Talan","given":"T.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"International Journal of Education in Mathematics, Science and Technology (IJEMST)","id":"ITEM-1","issue":"3","issued":{"date-parts":[["2021"]]},"page":"425-448","title":"The effect of computer-supported collaborative learning on academic achievement : a meta-analysis study","type":"article-journal","volume":"9"},"uris":["http://www.mendeley.com/documents/?uuid=78848c37-95c8-4338-aa63-6af832e53307"]}],"mendeley":{"formattedCitation":"(Talan, 2021)","plainTextFormattedCitation":"(Talan, 2021)","previouslyFormattedCitation":"(Talan, 2021)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Talan, 2021). Las TIC facilitan el aprendizaje, la comprensión de conceptos abstractos, incrementan el interés del aprendiz y ayudan en la solución de los problemas. 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En lo relacionado con los métodos y herramientas para apoyar el aprendizaje colaborativo es de destacar que este, en sí mismo, constituye uno de los métodos activos de enseñanza ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.5565/rev/edicar.935","author":[{"dropping-particle":"","family":"Navarro","given":"I.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"González","given":"C.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"López","given":"B.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Contreras","given":"A.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Educar","id":"ITEM-1","issue":"2","issued":{"date-parts":[["2019"]]},"page":"519-541","title":"Aprendizaje cooperativo basado en proyectos y entornos virtuales para la formación de futuros maestros","type":"article-journal","volume":"55"},"uris":["http://www.mendeley.com/documents/?uuid=ed6df33d-a83f-4ae7-96f1-8fdcc12e7e87"]}],"mendeley":{"formattedCitation":"(Navarro et al., 2019)","plainTextFormattedCitation":"(Navarro et al., 2019)","previouslyFormattedCitation":"(Navarro et al., 2019)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Navarro et al., 2019). Estos métodos tienen en común el cambio en el rol y posición tradicionales de profesores y estudiantes dentro del proceso de enseñanza-aprendizaje ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.23857/pc.v3i6.525","author":[{"dropping-particle":"","family":"Parrales","given":"M.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Sornoza","given":"D.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Cano","given":"R.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Moreira","given":"M.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Polo del Conocimiento","id":"ITEM-1","issue":"6","issued":{"date-parts":[["2018"]]},"page":"277-289","title":"Una mirada acerca de la comunicación en la Educación Superior","type":"article-journal","volume":"3"},"uris":["http://www.mendeley.com/documents/?uuid=91801ffa-346c-4122-9af7-33003fced0f7"]}],"mendeley":{"formattedCitation":"(Parrales et al., 2018)","plainTextFormattedCitation":"(Parrales et al., 2018)","previouslyFormattedCitation":"(Parrales et al., 2018)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Parrales et al., 2018). Los primeros pasan de ser transmisores de contenidos a moderadores y guías. Los segundos pasan de posiciones pasivas, como receptores de contenidos, a posiciones activas, como productores del conocimiento. En cuanto a la posición, los docentes dejan de ser el centro del proceso, para pasar el papel protagónico a los estudiantes. Con frecuencia, los métodos activos se combinan en la práctica docente para fomentar resultados académicos superiores. Es el caso del aprendizaje basado en proyectos y en problemas (ABP) que supone aprender en colectivo, con la participación activa y protagónica de los alumnos en la selección del tema, la elaboración e incorporación de contenidos y saberes, con el vencimiento escalonado de las etapas establecidas por el docente ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"author":[{"dropping-particle":"","family":"Trejo","given":"J.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Eutopía","id":"ITEM-1","issue":"33","issued":{"date-parts":[["2020"]]},"page":"64-69","title":"¿Cómo mejorar las actividades de aprendizaje bajo un plan de docencia no presencial?","type":"article-journal","volume":"12"},"uris":["http://www.mendeley.com/documents/?uuid=dfd81c73-d514-43c0-93a1-9b7e21808b7f"]}],"mendeley":{"formattedCitation":"(Trejo, 2020)","manualFormatting":"(Trejo, J., 2020)","plainTextFormattedCitation":"(Trejo, 2020)","previouslyFormattedCitation":"(Trejo, 2020)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Trejo, J., 2020). El aprendizaje colaborativo ha demostrado que sus resultados favorables potencian el desarrollo de habilidades cognitivas, procedimentales y actitudinales cuando se combina con el ABP, en un ambiente apoyado por TIC ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.17163/soph.n29.2020.08","author":[{"dropping-particle":"","family":"Oseda","given":"D.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Mendivel","given":"R.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Angoma","given":"M.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Sophia, colección de Filosofía de la Educación","id":"ITEM-1","issued":{"date-parts":[["2020"]]},"page":"235-259","title":"Estrategias didácticas para el desarrollo de competencias y pensamiento complejo en estudiantes universitarios","type":"article-journal","volume":"29"},"uris":["http://www.mendeley.com/documents/?uuid=72ea4ecb-1928-444c-a404-666b39bff38f"]}],"mendeley":{"formattedCitation":"(Oseda et al., 2020)","plainTextFormattedCitation":"(Oseda et al., 2020)","previouslyFormattedCitation":"(Oseda et al., 2020)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Oseda et al., 2020). Estos resultados fueron corroborados por los obtenidos en las experiencias que relacionaron el aprendizaje colaborativo con métodos activos como el ABP y el aprendizaje por medio de la investigación, apoyadas en el uso de las TIC ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.5565/rev/edicar.935","author":[{"dropping-particle":"","family":"Navarro","given":"I.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"González","given":"C.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"López","given":"B.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Contreras","given":"A.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Educar","id":"ITEM-1","issue":"2","issued":{"date-parts":[["2019"]]},"page":"519-541","title":"Aprendizaje cooperativo basado en proyectos y entornos virtuales para la formación de futuros maestros","type":"article-journal","volume":"55"},"uris":["http://www.mendeley.com/documents/?uuid=ed6df33d-a83f-4ae7-96f1-8fdcc12e7e87"]}],"mendeley":{"formattedCitation":"(Navarro et al., 2019)","plainTextFormattedCitation":"(Navarro et al., 2019)","previouslyFormattedCitation":"(Navarro et al., 2019)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Navarro et al., 2019), ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.1080/00405849909543834","author":[{"dropping-particle":"","family":"Ozkara","given":"B.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Cakir","given":"H.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"The Turkish Online Journal of Educational Technology","id":"ITEM-1","issue":"4","issued":{"date-parts":[["2020"]]},"page":"66-74","title":"Comparison of collaborative and individual learning in online learning","type":"article-journal","volume":"19"},"uris":["http://www.mendeley.com/documents/?uuid=97bee5b8-863f-423d-8734-e683cc8b0a94"]}],"mendeley":{"formattedCitation":"(Ozkara & Cakir, 2020)","manualFormatting":"(Ozkara y Cakir, 2020)","plainTextFormattedCitation":"(Ozkara & Cakir, 2020)","previouslyFormattedCitation":"(Ozkara & Cakir, 2020)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Ozkara y Cakir, 2020). 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El aprendizaje colaborativo, asociado a formas activas de enseñanza-aprendizaje, propicia el aprendizaje autónomo, auto regulado e investigativo, centrado en el estudiante. Lo que el estudiante aprende por sí mismo, constituye un conocimiento más genuino, del cual está convencido y puede permanecer en su haber intelectual de manera más profunda y prolongada ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.20343/teachlearninqu.8.2.11","author":[{"dropping-particle":"","family":"Lewis","given":"D.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Estis","given":"J.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Teaching and Learning Inquiry","id":"ITEM-1","issue":"2","issued":{"date-parts":[["2020"]]},"page":"165-183","title":"Improving mathematics content mastery and enhancing flexible problem solving through team-based inquiry learning","type":"article-journal","volume":"8"},"uris":["http://www.mendeley.com/documents/?uuid=6053d479-e30f-46cb-9ea9-73fc6bf52f8b"]}],"mendeley":{"formattedCitation":"(Lewis & Estis, 2020)","manualFormatting":"(Lewis y Estis, 2020)","plainTextFormattedCitation":"(Lewis & Estis, 2020)","previouslyFormattedCitation":"(Lewis & Estis, 2020)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Lewis y Estis, 2020), ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.51581/rccm.v24i12.399","author":[{"dropping-particle":"","family":"Díaz","given":"A.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Mercado","given":"M.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Ruiz","given":"M.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Revista Científica de Ciencias Médicas","id":"ITEM-1","issue":"2","issued":{"date-parts":[["2021"]]},"page":"108-115","title":"Método de aprendizaje colaborativo vs aprendizaje tradicional en la formación investigativa en estudiantes de medicina","type":"article-journal","volume":"24"},"uris":["http://www.mendeley.com/documents/?uuid=a61a020d-b8bc-4b14-802d-402f98b360bf"]}],"mendeley":{"formattedCitation":"(Díaz et al., 2021)","plainTextFormattedCitation":"(Díaz et al., 2021)","previouslyFormattedCitation":"(Díaz et al., 2021)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Díaz et al., 2021). En esta combinación de métodos y herramientas, el aprendizaje colaborativo permitió que los estudiantes desarrollaran el aprendizaje autónomo, auto regulado y aprendieran unos de otros, mediante el intercambio y discusión de sus razonamientos, desde puntos de vista diferentes, para arribar a un mismo resultado ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.20343/teachlearninqu.8.2.11","author":[{"dropping-particle":"","family":"Lewis","given":"D.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Estis","given":"J.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Teaching and Learning Inquiry","id":"ITEM-1","issue":"2","issued":{"date-parts":[["2020"]]},"page":"165-183","title":"Improving mathematics content mastery and enhancing flexible problem solving through team-based inquiry learning","type":"article-journal","volume":"8"},"uris":["http://www.mendeley.com/documents/?uuid=6053d479-e30f-46cb-9ea9-73fc6bf52f8b"]}],"mendeley":{"formattedCitation":"(Lewis & Estis, 2020)","manualFormatting":"(Lewis y Estis, 2020)","plainTextFormattedCitation":"(Lewis & Estis, 2020)","previouslyFormattedCitation":"(Lewis & Estis, 2020)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Lewis y Estis, 2020). La forma individual en la que aprenden los estudiantes durante las clases magistrales, propias del aprendizaje tradicional, no favorece el análisis de enfoques diferentes, por tanto, tampoco promueve la evaluación de alternativas, ni la reflexión ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.20343/teachlearninqu.8.2.11","author":[{"dropping-particle":"","family":"Lewis","given":"D.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Estis","given":"J.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Teaching and Learning Inquiry","id":"ITEM-1","issue":"2","issued":{"date-parts":[["2020"]]},"page":"165-183","title":"Improving mathematics content mastery and enhancing flexible problem solving through team-based inquiry learning","type":"article-journal","volume":"8"},"uris":["http://www.mendeley.com/documents/?uuid=6053d479-e30f-46cb-9ea9-73fc6bf52f8b"]}],"mendeley":{"formattedCitation":"(Lewis & Estis, 2020)","manualFormatting":"(Lewis y Estis, 2020)","plainTextFormattedCitation":"(Lewis & Estis, 2020)","previouslyFormattedCitation":"(Lewis & Estis, 2020)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Lewis y Estis, 2020).Otra herramienta para incentivar el trabajo colaborativo utilizada en una de las experiencias que conformaron la muestra, fue la aplicación de recompensas grupales, para cuya obtención influyó la suma de los comportamientos individuales ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.15359/ree.25-1.1","author":[{"dropping-particle":"","family":"Vázquez","given":"S.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Latorre","given":"C.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Liesa","given":"M.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Revista Electrónica Educare","id":"ITEM-1","issue":"1","issued":{"date-parts":[["2021"]]},"page":"1-19","title":"Análisis de los efectos de los \"equipos de aprendizaje por divisiones de rendimiento\" en el aprendizaje y los resultados académicos","type":"article-journal","volume":"25"},"uris":["http://www.mendeley.com/documents/?uuid=3cbf01c5-cf3e-4508-8de8-dd9e6664d3cc"]}],"mendeley":{"formattedCitation":"(Vázquez et al., 2021)","plainTextFormattedCitation":"(Vázquez et al., 2021)","previouslyFormattedCitation":"(Vázquez et al., 2021)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Vázquez et al., 2021). Estos incentivos, que se tradujeron en incrementos en el puntaje individual y colectivo. Funcionaron como instrumentos para educar y premiar las actitudes individuales y fomentar valores como el compromiso y la responsabilidad individual, necesarios para no afectar los resultados del colectivo. De igual forma, este sistema de estímulos, controlado dentro de grupos pequeños de estudiantes, facilitó que el docente delimitara y evaluara el aporte individual a los resultados del grupo. Herramientas como esta, son necesarias para apoyar la calidad y eficacia del trabajo docente.Con relación al tiempo que deberán ocupar las experiencias dentro del período lectivo, las que ocuparon varios cursos o semestres mostraron resultados más sólidos, tanto para el rendimiento académico como en la formación de habilidades sociales y profesionales en los estudiantes. Ello se debe a que en estas condiciones, es posible monitorear las experiencias y corregirlas ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.20343/teachlearninqu.8.2.11","author":[{"dropping-particle":"","family":"Lewis","given":"D.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Estis","given":"J.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Teaching and Learning Inquiry","id":"ITEM-1","issue":"2","issued":{"date-parts":[["2020"]]},"page":"165-183","title":"Improving mathematics content mastery and enhancing flexible problem solving through team-based inquiry learning","type":"article-journal","volume":"8"},"uris":["http://www.mendeley.com/documents/?uuid=6053d479-e30f-46cb-9ea9-73fc6bf52f8b"]}],"mendeley":{"formattedCitation":"(Lewis & Estis, 2020)","manualFormatting":"(Lewis y Estis, 2020)","plainTextFormattedCitation":"(Lewis & Estis, 2020)","previouslyFormattedCitation":"(Lewis & Estis, 2020)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Lewis y Estis, 2020). La aplicación en el tiempo, produjo un incremento sostenido del rendimiento académico, además del desarrollo de habilidades colaborativas, tanto en docentes como en estudiantes, lo que permitió la mejora continua del proceso y el perfeccionamiento de los materiales didácticos ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.20343/teachlearninqu.8.2.11","author":[{"dropping-particle":"","family":"Lewis","given":"D.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Estis","given":"J.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Teaching and Learning Inquiry","id":"ITEM-1","issue":"2","issued":{"date-parts":[["2020"]]},"page":"165-183","title":"Improving mathematics content mastery and enhancing flexible problem solving through team-based inquiry learning","type":"article-journal","volume":"8"},"uris":["http://www.mendeley.com/documents/?uuid=6053d479-e30f-46cb-9ea9-73fc6bf52f8b"]}],"mendeley":{"formattedCitation":"(Lewis & Estis, 2020)","plainTextFormattedCitation":"(Lewis & Estis, 2020)","previouslyFormattedCitation":"(Lewis & Estis, 2020)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Lewis y Estis, 2020), ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.4067/S0718-50062020000600191","author":[{"dropping-particle":"","family":"Sánchez","given":"I.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Herrera","given":"E.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Rodríguez","given":"C.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Formación Universitaria","id":"ITEM-1","issue":"6","issued":{"date-parts":[["2020"]]},"page":"191-204","title":"Eficacia de resolución colaborativa de problemas en el desarrollo de habilidades cognitivo lingüísticas y en el rendimiento académico en Física","type":"article-journal","volume":"13"},"uris":["http://www.mendeley.com/documents/?uuid=ebb0c83c-6b39-45f2-9215-0b5dcffe9631"]}],"mendeley":{"formattedCitation":"(Sánchez et al., 2020)","plainTextFormattedCitation":"(Sánchez et al., 2020)","previouslyFormattedCitation":"(Sánchez et al., 2020)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Sánchez et al., 2020). De manera análoga, un estudio de revisión para determinar la efectividad del aprendizaje colaborativo con apoyo de las TIC, que incluyó 40 investigaciones realizadas entre 2010 y 2020, encontró que el resultado en el rendimiento académico no estuvo determinado por el nivel educacional, la asignatura o el tamaño de la muestra, y sí por la duración de la experiencia ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.46328/ijemst.1243","author":[{"dropping-particle":"","family":"Talan","given":"T.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"International Journal of Education in Mathematics, Science and Technology (IJEMST)","id":"ITEM-1","issue":"3","issued":{"date-parts":[["2021"]]},"page":"425-448","title":"The effect of computer-supported collaborative learning on academic achievement : a meta-analysis study","type":"article-journal","volume":"9"},"uris":["http://www.mendeley.com/documents/?uuid=78848c37-95c8-4338-aa63-6af832e53307"]}],"mendeley":{"formattedCitation":"(Talan, 2021)","plainTextFormattedCitation":"(Talan, 2021)","previouslyFormattedCitation":"(Talan, 2021)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Talan, 2021). Este resultado es coincidente con lo planteado por otro investigador que aplicó la experiencia durante dos cursos consecutivos y mostró resultados académicos ascendentes de manera constante durante todo el período ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"author":[{"dropping-particle":"","family":"Herrera","given":"M.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Perugachi","given":"J.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Boldeón","given":"P.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Revista Conrado","id":"ITEM-1","issue":"70","issued":{"date-parts":[["2019"]]},"page":"248-257","title":"Las TIC en el desarrollo de la clase inversa: experiencia Unidad Educativa Fiscal San Francisco de Quito","type":"article-journal","volume":"15"},"uris":["http://www.mendeley.com/documents/?uuid=e5c1aba7-e8cd-4a84-8906-483ef8c1faed"]}],"mendeley":{"formattedCitation":"(Herrera et al., 2019)","plainTextFormattedCitation":"(Herrera et al., 2019)","previouslyFormattedCitation":"(Herrera et al., 2019)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Herrera et al., 2019).Todo lo expuesto con anterioridad indica que el aprendizaje colaborativo presenta amplias ventajas formativas en comparación con el tradicional. Es por esto, que cabe considerar la aplicación de formas de aprendizaje colaborativo de manera constante en el trabajo docente educativo, lo que no significa que no se produzca, además, el espacio necesario para un aprendizaje individual. Limitaciones del estudio y necesidad de desarrollo de líneas de investigación La muestra analizada fue pequeña. Se encontró un reducido número de artículos publicados en los últimos cinco años, que mostraron resultados cuantitativos y comparados, entre formas colaborativas y tradicionales de aprendizaje, con relación al rendimiento académico medido a través de su principal indicador: el puntaje obtenido en exámenes.El nivel universitario, por ser previo a la vida laboral, fue el centro de la mayor parte de las experiencias de aprendizaje colaborativo, por lo que solo se analizaron dos experiencias en secundaria y ninguna en primaria o bachillerato. Tampoco se dispuso de experiencias en una variedad de países y regiones. Varios de los estudios publicados no expusieron, con la profundad necesaria, las características, ni en las condiciones bajo las cuales se desarrollaron las experiencias. Solo se limitaron a exponer sus resultados. Todo ello limitó disponer de datos para realizar análisis más profundos y amplios. Es necesaria la realización y publicación de estudios cuantitativos que incluyan tanto la medición del rendimiento académico como del aprendizaje cognitivo, procedimental y actitudinal, no solo a través de cuestionarios (en los que se involucra el factor subjetivo y la opinión de los integrantes de las muestras) sino mediante evaluaciones realizadas a los estudiantes, por el investigador o por el docente. Es necesario que estos expongan las características y condiciones en las cuales fueron desarrollados, como la composición de los grupos de trabajo, las técnicas y herramientas de enseñanza-aprendizaje aplicadas, duración de las experiencias, incentivos y características de las evaluaciones individuales y grupales. Se requiere la aplicación de pruebas que midan la efectividad de los instrumentos educativos utilizados y la divulgación de sus resultados. De esta forma, pueden aportar de manera más efectiva al quehacer docente educativo de la práctica cotidiana. ConclusionesExiste relación entre las variables aprendizaje colaborativo y rendimiento académico, por lo que existen diferencias significativas en los resultados académicos de los grupos que siguieron formas colaborativas y tradicionales de aprendizaje. Por tanto, la aplicación del aprendizaje colaborativo influye positivamente en el logro de rendimientos académicos superiores en los estudiantes.Sin embargo, estos resultados dependen de la creación de condiciones favorables para la aplicación efectiva de formas colaborativas de aprendizaje. Estas condiciones incluyen el entrenamiento previo de los estudiantes en técnicas y herramientas de trabajo grupal; la creación balanceada de pequeños y heterogéneos grupos de trabajo; el apoyo con métodos activos tales como el APB y el aprendizaje por medio de la investigación; el uso de TIC, disponibles para todos los estudiantes, que favorezcan el intercambio y retroalimentación entre ellos y con los docentes; la prolongación de las experiencias en el tiempo, que permita su monitoreo, evaluación y perfeccionamiento, así como la asesoría y evaluación individual y grupal por parte del docente durante todo el proceso de enseñanza-aprendizaje. 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Recuperado de: http://fs.unm.edu/NCML2/index.php/112/article/view/121Conflicto de intereses:El autor declara que no existe conflicto de interés posible.Financiamiento:No existió asistencia financiera de partes externas al presente artículo.Agradecimiento: N/ANota:El artículo no es producto de una publicación anterior, tesis, proyecto, etc.Vol.7 No.1 (2023): Journal Scientific iVBORw0KGgoAAAANSUhEUgAAACAAAAAgCAYAAABzenr0AAAKMWlDQ1BJQ0MgUHJvZmlsZQAAeJyd
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Investigar ISSN: 2588–0659https://doi.org/10.56048/MQR20225.7.1.2023.2291-2309iVBORw0KGgoAAAANSUhEUgAAAFgAAAAfCAMAAABUFvrSAAAAIGNIUk0AAHolAACAgwAA+f8AAIDp
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Vol.7-N° 1, 2023, pp. 2291-2309 Journal Scientific MQRInvestigar PAGE \* MERGEFORMAT176