<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672025000100159</article-id>
<article-id pub-id-type="doi">10.23913/ride.v15i30.2339</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Análisis relacional de enfoques de aprendizaje asociados al trabajo en equipo y aprendizaje cooperativo: Revisión sistemática de la literatura]]></article-title>
<article-title xml:lang="en"><![CDATA[The relational analysis of learning approaches associated with teamwork and cooperative learning: A systematic literature review]]></article-title>
<article-title xml:lang="pt"><![CDATA[Análise relacional de abordagens de aprendizagem associadas ao trabalho em equipe e à aprendizagem cooperativa: revisão sistemática da literatura]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez Zúñiga]]></surname>
<given-names><![CDATA[Ricardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez García]]></surname>
<given-names><![CDATA[Mario]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Palomera Chávez]]></surname>
<given-names><![CDATA[Andrés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Guadalajara Centro Universitario de Ciencias Exactas e Ingeniería ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Guadalajara Centro Universitario de los Valles ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Guadalajara Centro Universitario de Ciencias de la Salud ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<volume>15</volume>
<numero>30</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672025000100159&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672025000100159&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672025000100159&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio analiza cinco enfoques de aprendizaje, destacando el predominio del aprendizaje colaborativo y el trabajo en equipo en la educación universitaria, además del aprendizaje cooperativo, el trabajo colaborativo y el trabajo cooperativo. Se analiza su adaptabilidad a distintos contextos y niveles académicos, así como las barreras identificadas, las herramientas de evaluación y las competencias asociadas a cada enfoque. Además, se examina cómo su conceptualización puede afectar su efectividad. Dado que estas metodologías comparten numerosas similitudes, podrían dar lugar a confusión dentro de la comunidad académica. Este trabajo busca responder cuál de estas metodologías de aprendizaje es la más empleada y qué contextos, competencias, barreras, tecnologías, herramientas de evaluación y características se asocian con su implementación, según la revisión sistemática de la literatura. El objetivo general es analizar estos cinco enfoques por medio de una revisión sistemática de la literatura, dentro de las modalidades educativas presenciales, en línea e híbridas en la educación superior. El análisis de 133 documentos muestra que el aprendizaje colaborativo es el enfoque más predominante, seguido por el trabajo en equipo y el aprendizaje cooperativo. Este hallazgo demuestra la flexibilidad del aprendizaje colaborativo en contextos presenciales, en línea e híbridos. Mientras las publicaciones científicas mencionan más el aprendizaje colaborativo, el lenguaje controlado que nos presentan los tesauros, no menciona el término. Entre las competencias más desarrolladas destacan el trabajo en equipo y la comunicación, ambos esenciales en la formación universitaria.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study examines five learning approaches, with a focus on the predominance of collaborative learning and teamwork in higher education. It also explores cooperative learning, collaborative work, and cooperative work. It explores their adaptability to various contexts and academic levels, as well as the barriers identified, assessment tools, and competencies or characteristics of each approach in its conceptualization, which hinder their effectiveness. Since these methodologies share numerous similarities, they may cause confusion within the academic community. This paper seeks to answer the question: Which of these learning methodologies is the most widely used? What contexts, competencies, barriers, technologies, assessment tools, and characteristics are associated with their implementation according to the reviewed literature? The general objective is to analyze these five approaches through a systematic literature review, within the frameworks of in-person, online, and hybrid education in higher education. The analysis of 133 documents shows that collaborative learning is the predominant approach, followed by teamwork and cooperative learning. This finding demonstrates the flexibility of collaborative learning in in-person, online, and hybrid contexts. While scientific publications mention collaborative learning more frequently, the controlled vocabulary in thesauri, does not include this term. Among the most developed competencies, teamwork and communication are essential in university education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo analisa cinco abordagens de aprendizagem, destacando a predominância da aprendizagem colaborativa e do trabalho em equipe na educação universitária, além da aprendizagem cooperativa, do trabalho colaborativo e do trabalho cooperativo. É analisada sua adaptabilidade a diferentes contextos e níveis acadêmicos, bem como as barreiras identificadas, ferramentas de avaliação e competências associadas a cada abordagem. Além disso, é examinado como sua conceituação pode afetar sua eficácia. Como essas metodologias compartilham inúmeras semelhanças, elas podem causar confusão na comunidade acadêmica. Este artigo busca responder qual dessas metodologias de aprendizagem é a mais amplamente utilizada e quais contextos, competências, barreiras, tecnologias, ferramentas de avaliação e características estão associadas à sua implementação, com base em uma revisão sistemática da literatura. O objetivo geral é analisar essas cinco abordagens por meio de uma revisão sistemática da literatura, nas modalidades educacionais presenciais, on-line e híbridas no ensino superior. Uma análise de 133 documentos mostra que a aprendizagem colaborativa é a abordagem mais prevalente, seguida pelo trabalho em equipe e pela aprendizagem cooperativa. Esta descoberta demonstra a flexibilidade da aprendizagem colaborativa em contextos presenciais, online e híbridos. Embora as publicações científicas mencionem mais a aprendizagem colaborativa, a linguagem controlada que nos é apresentada pelos tesauros não menciona o termo. Entre as habilidades mais desenvolvidas estão o trabalho em equipe e a comunicação, ambas essenciais na formação universitária.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Trabajo colaborativo]]></kwd>
<kwd lng="es"><![CDATA[trabajo cooperativo]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje colaborativo]]></kwd>
<kwd lng="es"><![CDATA[pensamiento crítico]]></kwd>
<kwd lng="es"><![CDATA[competencias relevantes]]></kwd>
<kwd lng="es"><![CDATA[instrumentos de evaluación]]></kwd>
<kwd lng="en"><![CDATA[Collaborative work]]></kwd>
<kwd lng="en"><![CDATA[cooperative work]]></kwd>
<kwd lng="en"><![CDATA[collaborative learning]]></kwd>
<kwd lng="en"><![CDATA[critical thinking]]></kwd>
<kwd lng="en"><![CDATA[relevant competencies]]></kwd>
<kwd lng="en"><![CDATA[assessment instruments]]></kwd>
<kwd lng="pt"><![CDATA[Trabalho colaborativo]]></kwd>
<kwd lng="pt"><![CDATA[trabalho cooperativo]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem colaborativa]]></kwd>
<kwd lng="pt"><![CDATA[pensamento crítico]]></kwd>
<kwd lng="pt"><![CDATA[competências relevantes]]></kwd>
<kwd lng="pt"><![CDATA[instrumentos de avaliação]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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