Aprendizaje colaborativo e interacción social en educación superior: revisión sistemática
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https://doi.org/10.5281/zenodo.23967486Palabras clave:
aprendizaje colaborativo, interacción social, educación superiorResumen
El aprendizaje colaborativo y la interacción social constituyen componentes interdependientes de la formación universitaria, pero sus resultados varían según el diseño pedagógico y el entorno tecnológico. El objetivo fue sintetizar la evidencia empírica sobre los efectos, mecanismos y condiciones mediante los cuales el aprendizaje colaborativo se relaciona con la interacción y las habilidades sociales en educación superior. Se efectuó una revisión sistemática conforme a PRISMA 2020. Se consultaron OpenAlex y Crossref para publicaciones de 2010 a 2025, combinando términos en español e inglés sobre aprendizaje colaborativo o cooperativo, interacción social, habilidades sociales y educación superior. De 600 registros identificados, 60 fueron duplicados; tras el cribado de 540 registros y la evaluación de 39 textos, se incluyeron 25 estudios empíricos. La síntesis temática mostró mejoras consistentes en comunicación, participación equitativa, responsabilidad, trabajo en equipo y apoyo socioemocional. La interdependencia positiva, la regulación compartida, las tareas auténticas, la claridad de roles y la retroalimentación docente explicaron los resultados más favorables. En entornos digitales, la tecnología amplió las oportunidades de contacto, aunque no garantizó colaboración productiva sin presencia social y diseño estructurado. Se concluye que el aprendizaje colaborativo fortalece la dimensión social universitaria cuando integra deliberadamente objetivos cognitivos, relacionales y organizativos.
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