Collaborative learning at a university in central Mexico

Abstract

Anti-pandemic policies, through strategies of confinement and distancing of people, led to the emergence of collaborative learning which lies in expectations of interaction and contribution. In this sense, the objective of the study was to compare the theoretical structure of eleven factors with respect to an observed four-factor model. An exploratory, transversal and psychometric work was carried out with a sample of 100 students assigned to health institutes. The results demonstrate that four factors prevail, related to experience, expectations, contributions and interactions, which explained 79% of the total variance. In relation to the state of the art, it was recommended not to reject the hypothesis that predicts significant differences between theory and empirical testing. The limits of the sample and the instrument are recognized, although the contrast of the four factors found is recommended.