las plataformas digitales y su influencia en el aprendizaje colaborativo de la asignatura de lengua y literatura en los estudiantes de primer año de bachillerato del colegio de bachillerato “zoila ugarte de landívar”

Abstract

The current research focused on evaluating the influence of virtual learning platforms on the development of collaborative work skills and collective knowledge construction in first year high school students in the subject of Language and Literature. This study is especially relevant in the current context, where the integration of digital technologies in education has become indispensable due to the growing demand for distance and blended learning modalities. The sample consisted of 36 first year students from a secondary school in Ecuador. This population was selected due to its diversity and representativeness in terms of previous technological skills and disposition towards the use of digital tools. A mixed qualitative and quantitative approach was used to assess the impact of virtual platforms on students' collaborative skills. The instruments applied included a collaborative skills observation scale, a teamwork perception questionnaire and group task evaluation rubrics. These instruments were designed to capture both students' subjective perceptions and objective improvements in their collaborative performance. The intervention consisted of the implementation of virtual classrooms, discussion forums and online collaborative documents for group activities in the classroom for two months. This methodology was chosen to provide students with multiple opportunities for interaction and co-construction of knowledge. The virtual classrooms allowed for a structured organization of content and activities, while the discussion forums facilitated the exchange of ideas and argumentation. The online collaborative documents, meanwhile, served as a space for co-creation of projects and assignments, promoting shared responsibility and conflict management. The results of the research showed that the use of digital platforms significantly increased the participation of all students in forum discussions and shared documents. This active participation was reflected in a greater commitment to collective tasks and an improvement in the quality of interactions among students. Likewise, a considerable improvement was observed in skills such as argumentation of ideas, active listening, assertive communication, conflict management and commitment to collective tasks. These skills are fundamental not only for academic success, but also for students' personal and professional development. Students reported a positive perception of the technology-mediated collaborative work experience. Most expressed that the virtual platforms facilitated communication and organization of group tasks, allowing them to work more efficiently and effectively. In addition, many students noted that the online possibility eliminated time and space barriers, allowing them to devote more time and effort to their projects. In conclusion, virtual platforms, complemented with constructivist pedagogical strategies, represent a valuable tool to enhance collaborative learning. These technologies facilitate communication, interaction, co-construction of knowledge and peer evaluation, overcoming the temporal and spatial limitations of the face-to-face classroom. The implementation of these tools can significantly contribute to the development of collaborative skills and students' academic success, better preparing students for the challenges of the 21st century. Therefore, the systematic incorporation of digital platforms into the educational curriculum is recommended to foster more dynamic, interactive and collaborative learning.