Docencia universitaria colaborativa: beneficios, desafíos y el rol de la tecnología
Publicado
oct 31, 2024
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Dimensions
Google Scholar
Mileidy Álvarez-Melgarejo
https://orcid.org/0000-0003-1752-8023
Martha Liliana Torres-Barreto
https://orcid.org/0000-0002-4388-5991
Aura Cecilia Pedraza-Avella
https://orcid.org/0000-0003-3871-2970
https://orcid.org/0000-0003-1752-8023
Martha Liliana Torres-Barreto
https://orcid.org/0000-0002-4388-5991
Aura Cecilia Pedraza-Avella
https://orcid.org/0000-0003-3871-2970
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Resumen
El artículo explora la importancia del trabajo colaborativo entre profesores universitarios. Se diseñó una ecuación de búsqueda y se utilizaron las bases de datos Scopus y Google Scholar, extrayendo 55 documentos de investigación. Los resultados revelan diversas perspectivas sobre el trabajo colaborativo y los factores que pueden influir en su éxito o fracaso, tales como el tiempo limitado, el rápido avance tecnológico, las diferencias culturales y la experiencia docente. En particular, se destaca la transformación que la tecnología produce en los métodos de enseñanza y aprendizaje. El trabajo colaborativo, cuando se implementa adecuadamente, potencia el desarrollo de competencias y el enriquecimiento del conocimiento docente, mejorando significativamente los resultados académicos de los estudiantes. Sin embargo, persisten desafíos, ya que algunos docentes lo consideran una inversión de tiempo poco fructífera debido a los obstáculos y las pocas ganancias tangibles que perciben. Las implicaciones para el ámbito educativo son claras: para aprovechar al máximo el trabajo colaborativo, es esencial abordar sus desafíos y reconocer su potencial en la formación universitaria.
Keywords
Educational cooperation, higher education, teaching, teachers, teaching aids, technologyCooperación educacional, educación superior, enseñanza, docente, material didáctico, tecnología
References
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Barron, C. (2002). Problem-solving and EAP: Themes and issues in a collaborative teaching venture. English for Specific Purposes, 22(3), 297–314.
Batarelo, I., Nevin, A., & Malian, I. (2013). Collaborative online course development: Facilitation of multi-dimensional teaching and learning. Croatian Journal of Education, 15(2), 491–519.
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Berasategi, N., Aróstegui, I., Jaureguizar, J., Aizpurua, A., Guerra, N., & Arribillaga-Iriarte, A. (2020). Interdisciplinary learning at university: Assessment of an interdisciplinary experience based on the case study methodology. Sustainability, 12(18), 1–10.
Blanchard, K. D. (2012). Modeling Lifelong Learning: Collaborative Teaching across Disciplinary Lines. Teaching Theology and Religion, 15(4), 338–355.
Bohemia, E., & Turnock, C. (2011). A review of open ICT tools for collaborative teaching & learning. En DS 69: Proceedings of E&PDE 2011, the 13th International Conference on Engineering and Product Design Education (pp. 707–712). The Design Society.
Brandenburg, R., McDonough, S., Burke, J., & White, S. (2016). Teacher Education Research and the Policy Reform Agenda. En R. Brandenburg, S. McDonough, J. Burke & S. White (eds.), Teacher Education: Innovation, Intervention and Impact (3a ed, pp. 1-14). Springer Science+Business Media Singapore.
Caracena, M. J. (2007). La identidad virtual y el trabajo colaborativo en red como bases para el cambio de paradigma en la formación permanente del profesorado. Didáctica, Innovación y Multimedia, 10.
Connolly, M., Jones, C., & Jones, N. (2007). Managing collaboration across further and higher education: a case in practice. Journal of Further and Higher Education, 31(2), 159–169.
Coto, M., Corrales, X., & Mora, S. (2008). Comunidades de práctica virtuales: Un enfoque para el desarrollo profesional docente. II Congreso Iberoamericano Virtual y Presencial. Educación y Sociedad del Conocimiento. http://vbn.aau.dk/files/16462970/Coto-Mora-Corrales.pdf
Dávideková, M., & Hvorecký, J. (2017). Collaboration tools for virtual teams in terms of the SECI model. Advances in Intelligent Systems and Computing, 544(January), 97–111.
Davis, N., Wright, B., Still, M., & Thornton, P. (1997). Pedagogy and protocols for collaborative teaching and research through Super JANET and ISDN in higher education. Innovations in Education and Teaching International, 34(4), 299–306.
Domínguez-Gaona, M. D. R., Crhová, J., & Molina-Landeros, R. D. C. (2015). La investigación colaborativa: las creencias de los docentes de lenguas. Revista Iberoamericana de Educacion Superior, 6(17), 119–134. https://doi.org/10.1016/j.rides.2014.09.001
Drescher, T. (2017). The potential of modelling co-teaching in pre-service education. Journal of University Teaching and Learning Practice, 14(3), 1–19.
Enkenberg, J. (2001). Instructional design and emerging teaching models in higher education. Computers in Human Behavior, 17(5–6), 495–506.
Evans, E., Tindale, J., Cable, D., & Mead, S. H. (2009). Collaborative teaching in a linguistically and culturally diverse higher education setting: a case study of a postgraduate accounting program. Higher Education Research, 28(6), 597–613.
Falk-Kessler, J., MacRae, N., & Dyer, J. (2005). Collaborative teaching models for health professionals. Occupational Therapy in Health Care, 19(3), 93–103.
Fombona, J., Iglesias, M. J., & Lozano, I. (2016). El trabajo colaborativo en la educación superior: una competencia profesional para los futuros docentes. Educacao e Sociedade, 37(135), 519–538. https://doi.org/10.1590/ES0101-73302016147914
Forte, A., & Flores, M. (2014). Teacher collaboration and professional development in the workplace: a study of Portuguese teachers. European Journal of Teacher Education, 37(1), 91–105.
Fu, D., & Shelton, N. R. (2002). Teaching collaboration between a university professor and a classroom teacher. Teaching Education, 13(1), 91–102.
Gray, B. (1989). Collaborating: finding common ground for multiparty problems. Jossey-Bass.
González Quesada, A., & Molero Yll, J. (2011). ¿Hacia el docuketing? Una experiencia de colaboración docente en el grado de Publicidad y Relaciones Públicas de la Universitat Autónoma de Barcelona. Scire: Representación y Organización del Conocimiento, 17(2), 81–85.
Haghighi, S., Shooshtari, Z., & Jalilifar, A. (2019). Discipline specificity and students’ English writing proficiency: A case of collaborative teaching for transfer. TESOL Journal, 10(3), 1–19.
Hargreaves, A., & O'Connor, M. T. (2018). Collaborative professionalism: When teaching together means learning for all. Corwin Press.
Huang, Y., Duan, C., & Gong, J. (2017). Construction of “micro-course” teaching resource sharing platform for applied undergraduate based on cloud computing. En Proceedings - 2017 International Conference on Computer Technology, Electronics and Communication (pp. 63–66). ICCTEC.
Igbo, H. U., & Imo, N. T. (2017). Collaborative teaching as a strategy for imparting information literacy in students: faculty-librarian perceptions. Library Philosophy and Practice (e-journal), 155–177. https://digitalcommons.unl.edu/libphilprac/1548/
Immonen, A. L., & Kinnunen, K. (2015). Practical Steps towards Innovative Co-Teaching. En 10th European Conference on Innovation and Entrepreneurship (pp. 291–297). ECIE.
Jaramillo, E. H., & Zumba, C. H. (2016). Trabajo colaborativo entre docentes [proyecto de tesis]. Universidad Técnica de Cotopaxi. http://repositorio.utc.edu.ec/bitstream/27000/3831/1/T-UTC-0097.pdf
Kähkönen, E., & Airo, K. (2019). Collaborative teaching as a tool in university development. En B. V. Nagy, M. Murphy, H.-M. Jarvinen, & A. Kalman (Eds.), SEFI 47th Annual Conference (pp. 586–593). SEFI.
Kennedy, A. (2011). Collaborative continuing professional development (CPD) for teachers in Scotland: aspirations, opportunities and barriers. European Journal of Teacher Education, 34(1), 25–41.
Killingsworth, B. L., & Xue, Y. (2015). Investigating Factors Influencing Students’ Learning a Team Teaching Setting. (IJCRSEE) International Journal of Cognitive Research in Science, Engineering and Education, 3(2), 9–16.
Kumpulainen, K., Vierimaa, S., & Koskinen-Koivisto, E. (2019). Developing connective pedagogy in cultural research—a case study from the teachers’ perspective in adopting a problem-based approach in higher education. Education Sciences, 9(252), 1–19.
Lee, L., & Henning, S. (1999). Partners in pedagogy: Collaborative teaching for beginning foreign language classes. Foreign Language Annals, 32(1), 125–134.
Levine, T., & Marcus, A. (2010). How the structure and focus of teachers’ collaborative activities facilitate and constrain teacher learning. Teaching and Teacher Education, 26(3), 389–398.
Lin, X., Hu, X., Hu, Q., & Liu, Z. (2014). A social network analysis of teaching and research collaboration in a teachers’ virtual learning community. British Journal of Educational Technology, 47(2), 302–319. https://doi.org/10.1111/bjet.12234
Lock, J., Rainsbury, J., Clancy, T., Rosenau, P., & Ferreira, C. (2018). Influence of Co-teaching on Undergraduate Student Learning: A Mixed-Methods Study in Nursing. Teaching & Learning Inquir, 6(1). https://doi.org/10.20343/teachlearninqu.6.1.5
Lucero, M. M. (2003). Entre el trabajo colaborativo y el aprendizaje colaborativo. Revista Iberoamericana de Educación, 33(1), 1–21. https://doi.org/10.35362/rie3312923
Ma, J., Huang, R., & Shih, T. (1999). Using VCR to support different styles and types of group collaborations in virtual universities. Journal of Applied Science and Engineering, 2(2), 69–77.
Márquez, M. E. (2019). El trabajo colaborativo: una oportunidad para el desarrollo del pensamiento práctico del profesional reflexivo. Revista Scientific, 4(11), 360–379.
McDaniel, E. A., & Colarulli, G. C. (1997). Collaborative teaching in the face of productivity concerns: The dispersed team model. Innovative Higher Education, 22(1), 19–36.
Meirinhos, M., & Osório, A. (2009). Las comunidades virtuales de aprendizaje: el papel central de la colaboración. Pixel-Bit. Revista de Medios y Educación, 35, 45–60.
Monguillot, M., González, C., & Guitert, M. (2017a). La colaboración virtual docente para diseñar situaciones de aprendizaje mediadas por TIC en Educación Física. Didacticae: Revista de Investigación en Didácticas Específicas, 2, 6–23.
Monguillot, M., González, C., & Guitert, M. (2017b). El whatsapp como herramienta para la colaboración docente. EmásF: Revista Digital de Educación Física, 44(44), 56–62.
Paraskevopoulou, K., & Köhler, T. (2020). E.3 Organizational models in virtual teaching cooperation - Documentation and evaluation of organisational didactics in a collaborative higher education project. En T. Köhler, E. Schoop & N. Kahnwald (eds.), Communities in New Media: From Hybrid Realities to Hybrid Communities - Proceedings of 23rd Conference GeNeMe (pp. 133–143). TUDpress.
Pharo, E., Davison, A., Warr, K., Nursey-Bray, M., Beswick, K., Wapstra, E., & Jones, C. (2012). Can teacher collaboration overcome barriers to interdisciplinary learning in a disciplinary university? A case study using climate change. Teaching in Higher Education, 17(5), 497–507.
Rappa, M., Smith, S. E., Yacoub, A., & Williams, L. (2005). OpenSeminar: Web-based Collaboration Tool for Open Educational Resources. En 2005 International Conference on Collaborative Computing: Networking, Applications and Worksharing (pp. 1–9). IEEE. http://dx.doi.org/10.1109/COLCOM.2005.1651232
Ray, J. B., & Maitra, S. (2018). Collaborative interdisciplinary teaching and learning across borders, using mobile technologies and smart devices. En Proceedings - 5th IEEE International Conference on MOOCs, Innovation and Technology in Education, MITE 2017 (pp. 77–82). IEEE. http://dx.doi.org/10.1109/MITE.2017.00020
Ray, W., & Solem, M. (2009). Gauging disciplinary engagement with internationalization: A survey of geographers in the United States. Journal of Geography in Higher Education, 33(1), 103–121.
Rich, D. C., Robinson, G., & Bednarz, R. S. (2000). Collaboration and the successful use of information and communications technologies in teaching and learning geography in higher education. Journal of Geography in Higher Education, 24(2), 263–270.
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Cómo citar
Álvarez-Melgarejo, M., Torres-Barreto, M. L., & Pedraza-Avella, A. C. (2024). Docencia universitaria colaborativa: beneficios, desafíos y el rol de la tecnología. Magis, Revista Internacional De Investigación En Educación, 17, 1–29. https://doi.org/10.11144/Javeriana.m17.tcdu
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