Publicado oct 31, 2024



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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

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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

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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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