In the context of the growing virtualization of higher education, the article "Retrospective analysis for the perception of educational tools for the development of collaborative activities in virtual environments", published in RIED by Silvia Martínez De Miguel López, Abraham Bernárdez-Gómez, and Juan Antonio Salmerón Aroca, delves into one of the central questions of online learning: students’ perceptions of collaborative tools and methodologies.
Based on the Master's Program in Education and Museums at the University of Murcia, the study analyzes the experiences of over 200 students across six academic years. Drawing on portfolios, discussion forums, and focus groups, the research explores group dynamics, the actual use of educational platforms, and the influence of the COVID-19 pandemic on how collaboration is perceived and practiced in online academic settings.
One of the study’s most notable findings is the clear shift in students' attitudes toward collaborative activities: while technological tools attracted more attention before the pandemic, the COVID and post-COVID periods saw a stronger appreciation for teamwork and the construction of shared knowledge. The forced immersion in digital environments during lockdown normalized the use of these tools and shifted the focus toward the quality of peer interaction.
The study also uncovers structural tensions, such as difficulties in coordinating group efforts, uneven participation in collaborative tasks, and the perception that official university platforms often fall short in supporting smooth communication—prompting students to turn to alternatives like WhatsApp or Google Drive.
Anchored in a qualitative phenomenological approach, the study goes beyond empirical data to raise deeper questions about pedagogical design in virtual higher education. The authors advocate for better alignment between technological tools and students’ digital habits, along with a stronger emphasis on developing collaborative and self-regulation skills in interdisciplinary settings.
Ultimately, the case study examined in this course becomes a microcosm reflecting broader challenges and opportunities in distance education during the post-pandemic era.
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How to Cite: Martínez De Miguel López, S., Bernárdez-Gómez, A., & Salmeron Aroca, J. A. (2024). Retrospective analysis for the perception of educational tools for the development of collaborative activities in virtual environments. RIED-Revista Iberoamericana de Educación a Distancia, 27(2), 35–55. https://doi.org/10.5944/ried.27.2.38983