Collaborative Learning: Theoretical Foundations and Applicable Strategies to University Teaching ; El aprendizaje colaborativo: Bases teóricas y estrategias aplicables en la enseñanza universitaria

Collaborative learning is a construct that identifies a current strong field, both in face-to-face and virtual education. Firstly, three converging theoretical sources are analyzed: socio-cognitive conflict theory, intersubjectivity theory and distributed cognition theory. Secondly, a model of strategies that can be implemented by teachers to develop socio-cognitive collaboration is presented. This model integrates and systematizes several academic group animation techniques developed within the collaborative learning field. These integrated techniques, within a coherent and unified didactic intention, allow talking more about strategies than independent and dissociated techniques. Each strategy is specifically described, which refers to six areas: encouragement of dialogue, listening to others and reciprocal assessment; collaboration for negotiation and consensus building; activity organization; study and appropriation of bibliographic information; conceptual development; collective writing. These strategies proposed (designed to stimulate the collaboration between 2, 4 and exceptionally, 6 or 8 students) are not the only possible strategies, they can be combined with the ones the teacher might suggest. The strict pattern of each strategy is a characteristic of the proposal. The teacher is also encouraged to benchmark the results obtained using each strategy and those obtained using individual or non-collaborative strategies. Finally, conclusions and recommendations for the implementation of these strategies are discussed. ; El Aprendizaje Colaborativo es un constructo que identifica un campo de fuerte actualidad, tanto en educación presencial como virtual. En primer lugar, se analizan las tres fuentes teóricas convergentes: la teoría del conflicto sociocognitivo, la teoría de la intersubjetividad y la teoría de la cognición distribuida. En segundo lugar, se presenta un modelo propio de estrategias que el docente puede implementar para desarrollar la colaboración sociocognitiva. Dicho modelo integra y ...