Keywords
Educación superior
Competencias socioemocionales
Innovación docente
Pedagogía
Trabajo en equipo Cooperative learning
Higher education
Social-emotional skills
Teaching innovation
Pedagogy
Teamwork Aprendizagem cooperativa
Ensino superior
Habilidades socioemocionais
Inovação no ensino
Pedagogia
How to Cite
Abstract
Cooperative learning has become a central pedagogical approach in higher education due to its ability to promote social-emotional skills, active participation, and independent work. This article presents a mixed study conducted in the Bachelor's Degree in Education at the University of Oviedo, which integrated cooperative methodologies into various subjects. A total of 203 students participated, completing a questionnaire consisting of Likert items and open-ended questions. The results show high levels of satisfaction and cohesion, along with significant difficulties related to internal organization, work distribution, and time management. The qualitative analysis identifies strengths such as creativity, responsibility, and empathy, but also weaknesses linked to insecurity, lack of coordination, and lack of consistent commitment. The study discusses these findings in light of recent literature and offers guidelines for improving the implementation of cooperative learning in universities, as well as future lines of research.
References
ANECA. (2022). Marco de evaluación para la verificación, seguimiento y renovación de la acreditación de títulos universitarios oficiales.
Barkley, E., Cross, K. P., & Major, C. (2014). Collaborative learning techniques. Jossey-Bass.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Consejo Europeo. (2018). Recomendación relativa a las competencias clave para el aprendizaje permanente.
CRUE. (2021). Universidad 2030 y competencias transversales.
Díaz-Barriga, F. (2020). Estrategias docentes para un aprendizaje significativo. McGraw-Hill.
Dooly, M. (2020). Cooperative learning in higher education. Journal of University Teaching, 12(2), 45–62.
Flecha, R., & Puigvert, L. (2022). Aprendizaje dialógico y trabajo cooperativo en la universidad. Revista Iberoamericana de Educación, 88(1), 53–72.
Gillies, R. (2016). Cooperative learning: Review of research. Educational Psychology Review, 28(1), 1–23.
Johnson, D., & Johnson, R. (2019). Cooperative learning: The foundation for active learning. Interaction Book Company.
Kagan, S. (2017). Kagan structures. Cooperative learning. Kagan Publishing.
OCDE. (2021). The future of education and skills: Education 2030.
Pujolàs, P. (2019). El aprendizaje cooperativo en las aulas. Graó.
Slavin, R. (2020). Educational psychology: Theory and practice. Pearson.
Torrego, J. C., & Negro, A. (2018). Convivencia y trabajo cooperativo en la universidad. Bordón, 70(3), 125–140.
UNESCO. (2023). Futures of education: Learning to become.
Zañartu, M. (2020). Trabajo colaborativo y habilidades sociales en educación superior. Revista Latinoamericana de Estudios Educativos, 50(2), 112–138.
Agradecimientos
A todas las y los estudiantes de Pedagogía de la Universidad de Oviedo que participaron en el proyecto. Su implicación, sinceridad y creatividad hicieron posible este estudio. Asimismo, al profesorado implicado, cuyo compromiso permitió sostener el proyecto a las dificultades institucionales documentadas en la memoria.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright (c) 2025 Riaices