Influence of virtual environments on collaborative learning in the project-based model in university students

Abstract

The incorporation of technology in educational settings is one of the most relevant challenges in university education, in addition to fostering a collaborative environment among its participants. The purpose of the study was to determine the influence of virtual learning environments on collaborative learning following the project-based model in Peruvian university students. A quantitative, applied, explanatory level and non-experimental design approach was used. The population was Industrial Engineering students from a private Peruvian university, and the sample consisted of 62 7th cycle students, taking the Product Engineering course. Two questionnaires were used, one for virtual environments and another for collaborative learning. In the statistical analysis, the frequencies of occurrence were calculated, and the Kolmogorov-Smirnov and Ordinal Logistic Regression tests were used to check the normality of the data and the existence of significant differences. The findings revealed that, in collaborative learning, positive interdependence and individual responsibility, no significant differences were identified (p <0.05). In addition, significant differences were found in interaction and social skills, with respect to virtual environments (p>0.05). It is concluded that virtual environments positively influence collaborative learning in university students.