Percepción de docentes rurales del cantón Azogues sobre el uso del aprendizaje colaborativo en Educación Básica

Abstract

Collaborative learning (CL) in rural schools has been scarcely documented and even less in our context. Within this situation, one of the most pressing problems is that in basic education institutions in Ecuador, especially in the canton of Azogues, the use of collaborative learning is not observed because teachers continue to use traditional methods focused on memorization and repetition. With the objective of understanding the problem of collaborative learning in rural schools, this research was carried out to explore the application of collaborative learning in rural schools in the Azogues canton. A qualitative methodological approach was used and a semi-structured interview was applied to 12 teachers from rural schools in the Azogues canton. The results obtained reveal that most of the teachers consider that collaborative learning has a significant influence on students, since it allows them to build their knowledge together. The findings also show that teachers recognize that collaborative learning has a significant impact on students. In relation to the activities implemented, teachers emphasize the importance of designing them appropriately because these activities are important for active participation. Finally, teachers mentioned that collaborative learning has advantages as well as disadvantages and knowing how to deal with these disadvantages is very helpful.