Colaboración cooperación y socialización en el aprendizaje universitario

  1. Javier Marrero Acosta 1
  2. Ana Vega Navarro 1
  3. Juan José Sosa Alonso 1
  4. José Diego Santos Vega 1
  1. 1 Universidad de La Laguna

    Universidad de La Laguna

    San Cristobal de La Laguna, España


De los procesos de cambio al cambio con sentido
  1. Vega Navarro, Ana (coord.)

Publisher: Servicio de Publicaciones ; Universidad de La Laguna

ISBN: 978-84-16471-20-1

Year of publication: 2019

Pages: 151-172

Type: Book chapter

DOI: 10.25145/B.INNOVAULL.2019.011 DIALNET GOOGLE SCHOLAR lock_openRIULL editor


This project tries to reflect and deepen in questions related to peer learning processes, in didactic situations devised from a collaborative and cooperative perspective. The project focuses, as a priority, on the real integration of work and collaborative processes by students in the dynamics that take place inside the classroom to carry out their academic activities, as an active part of their subjects. The project involves 5 subjects of the Degree of Pedagogy, involving about 400 students, divided into 7 groups that have the following objectives: 1 Detect strengths and weaknesses in the collaborative learning of the students, looking for elements of improvement in the classroom. 2 To provoke in the students the reflection on the collaborative learning processes, improving their competences and training. 3 Identify cooperative and collaborative learning strategies of application in the university teaching field and establish guidelines that optimize their development. The methodology has been adjusted to the cyclical sequence of the innovation and improvement processes: analysis of the reality and determination of the scope of improvement, planning of objectives and actions, development and evaluation of the implementation of improvements. As a result, two common improvement elements have been introduced in all the participating subjects: the introduction of a seminar-workshop on cooperative learning dynamics and the importance thereof and the incorporation of monitoring and evaluation systems of the cooperation dynamics themselves. The results show that these innovations in the preexisting didactic approach have improved both student satisfaction and effectiveness in the cooperative work process. It is concluded that cooperative / collaborative learning methodologies require evaluation processes and instruments, defined and varied, that transcend the mere evaluation of the result and provide explicit information about the underlying group processes.