This study demonstrates that while the implementation of collaborative learning in virtual settings offers multiple cognitive and socio-emotional benefits, it also faces significant challenges in terms of inclusion.
The findings reveal that faculty members play a central role not only as facilitators of academic content, but also as key agents in fostering interaction, ensuring accessibility, and providing emotional support for students with disabilities.
In practice, this involves redesigning collaborative activities, diversifying communication channels, and introducing flexible group dynamics to promote equitable participation. Thus, the study provides valuable evidence to inform institutional policies, pedagogical strategies, and the development of accessible resources in online universities.
In terms of practical applications, the findings highlight the need for targeted teacher training in digital accessibility, emotional regulation, and inclusive pedagogy, as well as the importance of strengthening collaboration between content designers, technical staff, and teaching faculty.
Universities can also implement monitoring and advisory mechanisms focused on inclusive student participation in collaborative activities, particularly for those with non-visible disabilities or neurodevelopmental conditions.
Furthermore, the study offers clear guidelines for rethinking interaction in online forums, promoting multi-channel formats, and personalizing faculty support in favor of a more equitable learning experience.
Ultimately, this work paves the way for future research that broadens the perspective to include other educational stakeholders, as well as students with disabilities themselves. It would be especially valuable to explore their voices, perceptions, and coping strategies, and to compare different institutional models that combine asynchronous, synchronous, and face-to-face learning formats.
Priority research lines also include the study of self-regulation in digital collaborative environments, the impact of accessibility measures on group cohesion, and the evaluation of inclusive teacher training programs. These investigations could help transform collaborative learning into a true driver of equity in online higher education.
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How to Cite: Reyes, J. I., & Meneses, J. (2024). Is collaborative learning inclusive? Case study on its application in a fully online university. RIED-Revista Iberoamericana de Educación a Distancia, 27(2), 83–101. https://doi.org/10.5944/ried.27.2.39072
