Collaborative learning in Lima’s public universities: perspectives from higher education
DOI:
https://doi.org/10.5281/zenodo.19702483Keywords:
collaborative learning, higher education, social skillsAbstract
This qualitative research analyzes the practices and perceptions of collaborative learning among undergraduate students at a public university in Lima, Peru. A multiple case study design with a hermeneutic-phenomenological approach was used to understand the meanings and experiences that students attribute to collaborative learning within their academic context. Fourteen students from seven faculties participated and were interviewed using a semi-structured guide organized into four dimensions: social, cognitive, emotional, and organizational. The findings show that collaboration is conceived as a process based on reciprocity, shared responsibility, and mutual support. In the social dimension, empathic communication and cooperation are revealed as essential elements for maintaining group cohesion. In the cognitive sphere, knowledge is constructed collectively through dialogue, feedback, and peer explanation. The emotional dimension highlights motivation, trust, and a sense of belonging as factors that strengthen participation and reduce academic stress. Finally, in the organizational dimension, advance planning, role distribution, and continuous feedback are consolidated as key aspects for effective group work. In conclusion, the study shows that collaborative learning transcends the academic sphere, promoting students' social, emotional, and cognitive development, as well as providing valuable guidance for strengthening educational practices in higher education.
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