Perception of collaboration in virtual learning environments
Keywords:
Collaboration, Higher education, Virtual learning environments, Student perception, Collaborative workAbstract
This study analyzes the perceptions of a group of undergraduate students at a university in northeastern Mexico regarding collaboration in Virtual Learning Environments (VLEs), considering that digital platforms function not only as repositories of materials but also as spaces for organization, participation, and shared construction of knowledge. The study employs a quantitative approach with a descriptive scope, a non-experimental design, and a cross-sectional framework. Data was collected through a structured questionnaire administered to higher education students, focusing on items related to collaborative work, coordination among peers, the exchange of ideas, group participation, and the use of virtual tools to carry out joint academic activities. The analysis of findings identifies general trends regarding how students value technology-mediated collaboration, as well as its possibilities and limitations within current educational processes.
References
Coreas-Flores, E. O., y Romero-Argueta, J. de J. (2024). Academic support of virtual environments perceived by higher education students during COVID-19. Turkish Online Journal of Educational Technology, 23(4), 8-20. https://tojet.net/articles/v23i4/2342.pdf
Creswell, J. W., y Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE.k
García-Chacón, E., Caldeiro-Pedreira, M. C., Encalada-Trujillo, G., y Castro-Anzules, N. (2021). El aprendizaje colaborativo en entornos virtuales: desafíos y posibilidades. RISTI - Revista Ibérica de Sistemas e Tecnologias de Informação, (E42), 335–348.
George, D. y Mallery, P. (2003). SPSS for Windows Step by Step: A simple guide and reference 11.0 Update (4th ed.). Boston: Allyn y Bacon.
Hernández-Sampieri, R., y Mendoza, C. P. (2018). Metodología de la investigación: Las rutas cuantitativa, cualitativa y mixta. McGraw-Hill Education.
Loyola, J., Soria, Y., y Nagamine, M. (2026). Entornos virtuales de aprendizaje y su eficacia en el éxito académico y emocional de los universitarios: una revisión sistemática. Revista InveCom, 6(1), e601306. https://doi.org/10.5281/zenodo.15313562
Miao, J., y Ma, L. (2022). Students’ online interaction, self-regulation, and learning engagement in higher education: The importance of social presence to online learning. Frontiers in Psychology, 13, 815220. https://doi.org/10.3389/fpsyg.2022.815220
Otto, S., Bertel, L. B., Lyngdorf, N. E. R., Markman, A. O., Andersen, T., y Ryberg, T. (2023). Emerging digital practices supporting student-centered learning environments in higher education: A review of literature and lessons learned from the COVID-19 pandemic. Education and Information Technologies, 29(4), 1673-1696. https://doi.org/10.1007/s10639-023-11789-3
Pulla, T., Pulla, M., Hidalgo, E. y Aguilar, R. (2024). Estrategias educativas en entornos virtuales de aprendizaje desarrollados a medida. Ciencia Latina Revista Científica Multidisciplinar. 8(5): 1724-1738. https://doi.org/10.37811/cl_rcm.v8i5.13644
Vásquez, C. y Arango, S. (2012). Estrategias de participación e interacción en entornos virtuales de aprendizaje. Anagramas rumbos sentidos comunio, 10(20), 95-108, Estrategias de participación e interacción en entornos virtuales de aprendizaje
Vergara, A., Moreno, R. y Olivo, E. (2024) La evolución del diseño instruccional en cursos e.learning durante la pandemia: un análisis retrospectivo de las transformaciones. RIDE Revista Iberoamericana para la investigación y el desarrollo educativo, 14(28) 10.23913/ride.v14i28.1787
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4
Yin, X., Zhang, J., Li, G., y Luo, H. (2024). Understanding learner satisfaction in virtual learning environments: Serial mediation effects of cognitive and social-emotional factors. Electronics, 13(12), 2277. https://doi.org/10.3390/electronics13122277
