This research makes a significant contribution to the field of Computer Supported Collaborative Learning (CSCL) in higher education by presenting an empirically validated model that identifies the key factors shaping students’ perceptions of online collaborative learning.
Drawing on a large sample of 799 students and demonstrating strong predictive power (R² = 0.712), the study confirms that satisfaction, perceived enjoyment, and the quality of group dynamics are central determinants of CSCL success. It also highlights the mediating role of intra-group emotional support and the importance of digital tools as catalysts for interaction and cohesion among team members. These findings not only consolidate the theoretical framework of CSCL but also enrich it with robust quantitative evidence.
On a practical level, the results offer clear guidelines for designing and implementing collaborative experiences in virtual environments. Institutions and educators can enhance the effectiveness of CSCL by fostering well-structured group dynamics, strategically integrating digital tools that facilitate communication, and ensuring spaces for emotional support.
The study also underscores the value of cultivating positive attitudes towards collaboration and of planning work sequences that integrate cognitive, social, and emotional dimensions. This requires active teacher involvement, both in the design phase and through ongoing facilitation, to ensure a safe, motivating, and goal-oriented learning environment.
Building on these findings, several avenues for future research emerge. It is pertinent to examine how cultural and contextual variables influence CSCL effectiveness, as well as to investigate the interplay between emotional support, motivation, and academic performance across disciplines. There is also scope to explore the role of learning analytics and artificial intelligence in monitoring and optimising collaborative dynamics in real time.
Finally, longitudinal studies assessing the sustained impact of these practices on the development of professional and socio-emotional competences would be valuable, thereby consolidating CSCL’s potential as a comprehensive pedagogical strategy in contemporary higher education.
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How to Cite: Muñoz-Carril, P. C., Hernández-Sellés, N., & González-Sanmamed, M. (2024). Key factors for the success of online collaborative learning in higher education: student’s perceptions. RIED-Revista Iberoamericana de Educación a Distancia, 27(2), 103–126. https://doi.org/10.5944/ried.27.2.39093
