Real collaborative learning from communities of inquiry in virtual higher education

Abstract

The present article aims to highlight, from the perspective of teachers and students of the Bachelor’s Degree in Early Childhood Pedagogy program at the School of Educational Sciences of the National Open and Distance University (UNAD) in the Central Zone of Boyacá, the most recurrent shortcomings when carrying out collaborative learning through virtual methodology. It seeks to reflect on possible solutions that allow for the integration of skills and characteristics inherent to this work strategy. In this way, aspects to consider for developing genuine collaborative learning were presented, revealing the deficiencies encountered so far and enabling the integration of the Sharp approach as a perspective that includes elements and dynamics that foster collaborative learning by promoting active learning. This approach encourages students to seek solutions to problems, analyze different topics from various perspectives, and challenge their peers’ opinions. Within this perspective, it is possible to consider each member’s perception, as its purpose is to allow them to reflect, analyze, reach consensus, organize, and support their ideas. Nomen (2019) states that critical thinking enables us to substantiate our opinions with solid arguments and valid reasons, as we constantly evaluate reality and take positions regarding it.