Tendencias en aprendizaje colaborativo y rendimiento académico en comunicación: un análisis bibliométrico
Trends in Collaborative Learning and Academic Performance in Communication: a bibliometric analysisBarra lateral del artículo
Contenido principal del artículo
Contexto: El aprendizaje colaborativo se ha consolidado como estrategia didáctica para mejorar el rendimiento académico. Sin embargo, sus tendencias científicas en el área de Comunicación entre 2020 y 2025 requerían un mapeo sistemático. Objetivo: El estudio se propuso identificar las tendencias temáticas y los patrones de difusión del aprendizaje colaborativo vinculado al rendimiento académico en Comunicación mediante un análisis bibliométrico comparativo. Metodología: Se realizó un estudio cuantitativo descriptivo con diseño bibliométrico. Se analizaron 64 artículos indexados en Scopus, Web of Science y SciELO (2020-2025), empleando análisis de coocurrencia y vigilancia tecnológica. Resultados: Se evidenció un crecimiento sostenido de publicaciones con pico en 2024. WoS y Scopus concentraron el 71,7% de los documentos. México y Colombia lideraron la producción regional. La red temática mostró conexiones robustas entre aprendizaje colaborativo, gamificación y habilidades socioemocionales, con escasa presencia de inteligencia artificial. Conclusión: La investigación educativa en aprendizaje colaborativo presenta una estructura dual de difusión y una agenda centrada en lo lúdico y socioemocional, con desafíos pendientes en integración tecnológica.
Background: Collaborative learning has become established as a teaching strategy to improve academic performance. However, its scientific trends in the field of Communication between 2020 and 2025 required systematic mapping. Objective: The study aimed to identify the thematic trends and dissemination patterns of collaborative learning linked to academic performance in Communication through a comparative bibliometric analysis. Methodology: A descriptive quantitative study with a bibliometric design was conducted. Sixty-four articles indexed in Scopus, Web of Science, and SciELO (2020–2025) were analyzed using co-occurrence analysis and technology surveillance. Results: Sustained publication growth was observed, peaking in 2024. WoS and Scopus accounted for 71.7% of the documents. Mexico and Colombia led regional production. The thematic network showed robust connections between collaborative learning, gamification, and socio-emotional skills, with limited presence of artificial intelligence. Conclusion: Educational research on collaborative learning exhibits a dual dissemination structure and an agenda centered on playful and socio-emotional aspects, with pending challenges regarding technological integration.
Descargas
Detalles del artículo
Aguirre, F. J. G., y Barraza, L. B. (2021). El trabajo colegiado y sus implicaciones: Diseño de una propuesta pedagógica. Educación: Revista de la Universidad de Costa Rica, 45(2 (julio-diciembre)), 478-497. https://doi.org/10.15517/revedu.v45i1.42985
Almufarreh, A., and Arshad, M. (2023). Promising Emerging Technologies for Teaching and Learning: Recent Developments and Future Challenges. Sustainability, 15(8), 6917. https://doi.org/10.3390/su15086917
Ashraf, M. A., Khan, M. N., Chohan, S. R., Khan, M., Rafique, W., Farid, M. F., and Khan, A. U. (2021). Social Media Improves Students’ Academic Performance: Exploring the Role of Social Media Adoption in the Open Learning Environment among International Medical Students in China. Healthcare, 9(10), 1272. https://doi.org/10.3390/healthcare9101272
Bai, L., Yang, B., and Yuan, S. (2023). Evaluating of Education Effects of Online Learning for Local University Students in China: A Case Study. Sustainability, 15(13), 9860. https://doi.org/10.3390/su15139860
Bavishi, P., Birnhak, A., Gaughan, J., Mitchell-Williams, J., and Phadtare, S. (2022). Active Learning: A Shift from Passive Learning to Student Engagement Improves Understanding and Contextualization of Nutrition and Community Health. Education Sciences, 12(7), 430. https://doi.org/10.3390/educsci12070430
Beigzadeh, A., Bazyar, H., Delzendeh, M., Razmi, M. H., and Sharifi, N. (2024). Comparing the effect of lecture method and cooperative teaching method on the learning, communication skills, and attitudes of students: A quasi-experimental study. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1449538
Calderón, R. M. F., y Cruz, G. H. (2025). Aprendizaje colaborativo y rendimiento académico en matemáticas en estudiantes de secundaria de una institución educativa de Sondor en Huancabamba, 2022. https://hdl.handle.net/20.500.14520/8651
Cardoni, J., Roselli, N. D., y Ripa, M. I. G. (2024). El discurso colaborativo en el aula: Análisis de ocho artículos paradigmáticos. Cuadernos de Investigación Educativa, 15(2). https://doi.org/10.18861/cied.2024.15.2.3827
Coaguila, D. V. M., Infanción, M. M. M., Chalco, A. G. C., y Calderón, J. T. (2025). Los entornos virtuales para potenciar el aprendizaje colaborativo en estudiantes universitarios. Revista InveCom, 5(4). https://doi.org/10.5281/zenodo.14976725
Contreras, F. U., Pailamilla, L. R., y Piñeiro, J. L. (2024). Estrategias Docentes para Enseñar Matemáticas: Trabajo Colaborativo entre Profesionales del Área de Matemáticas y Educación Diferencial. Revista de estudios y experiencias en educación, 23(51), 68-91. https://doi.org/10.21703/rexe.v23i51.2215
Dapena, A., Castro, P. M., and Ares, A. P. (2022). Moving to e-Service Learning in Higher Education. Applied Sciences, 12(11), 5462. https://doi.org/10.3390/app12115462
Delgado, N., Carrasco, L. C., Maza, M. S. de la, y Etxabe, J. M. U. (2024). Aplicación de la Inteligencia Artificial (IA) en Educación: Los beneficios y limitaciones de la IA percibidos por el profesorado de educación primaria, educación secundaria y educación superior. Revista Electrónica Interuniversitaria de Formación del Profesorado, 27(1), 207-224. https://doi.org/10.6018/reifop.577211
Fastelli, A., Clignon, G., Corasaniti, D., and Orzan, E. (2025). Speech-to-Text Captioning and Subtitling in Schools: The Results of a SWOT Analysis. Audiology Research, 15(4), 105. https://doi.org/10.3390/audiolres15040105
Fernández, F. D. M., and Ayllón, P. S. (2026). Impact of Service-Learning Among Adolescents: A Systematic Review. Adolescents, 6(1), 10. https://doi.org/10.3390/adolescents6010010
Fuente, V. A. de la. (2024). Sillas y mesas escolares como agentes de aprendizaje: Reflexiones históricas y actuales. Revista Enfoques Educacionales, 21(1), 256-269. https://doi.org/10.5354/2735-7279.2024.72209
Funda, V., and Francke, E. (2024). Benefits and challenges of AIOPs adoption and usage in HEIs in developing countries. South African Journal of Higher Education, 38(6), 56-78. https://doi.org/10.20853/38-6-6096
Gentile, F., Wanke, M., Mueller, W., and Hochuli, E. (2025). Virtual Reality in Speech Therapy Students’ Training: A Scoping Review. Virtual Worlds, 4(3), 37. https://doi.org/10.3390/virtualworlds4030037
Ghashim, I. A., and Arshad, M. (2023). Internet of Things (IoT)-Based Teaching and Learning: Modern Trends and Open Challenges. Sustainability, 15(21), 15656. https://doi.org/10.3390/su152115656
Guamán, J. L. S. C. (2023). Aprendizaje colaborativo y su influencia efectiva en el rendimiento académico. MQRInvestigar, 7(1), 2291-2309. https://doi.org/10.56048/MQR20225.7.1.2023.2291-2309
Hope, D. L., Grant, G. D., Rogers, G. D., and King, M. A. (2022). Virtualized Gamified Pharmacy Simulation during COVID-19. Pharmacy, 10(2), 41. https://doi.org/10.3390/pharmacy10020041
Joshi, A., Gertner, R., Roberts, L., and El-Mohandes, A. (2021). An Evidence-Based Approach on Academic Management in a School of Public Health Using SMAART Model. Sustainability, 13(21), 12256. https://doi.org/10.3390/su132112256
Kalota, F., Boamah, B. F., Allam, H., Schisler, T., and Witty, G. (2025). Beyond Books: Student Perspectives on Emerging Technologies, Usability, and Ethics in the Library of the Future. Publications, 13(3), 1-25. https://ideas.repec.org//a/gam/jpubli/v13y2025i3p32-d1701762.html
Kamanzi, A. F., Iipumbu, N., Namabira, J., and Mendonca, H. N. (2025). Navigating Non-Linear Education-to-Work Trajectories: Integration of Ubuntu to Enhance the Readiness Programs. Social Sciences, 14(7), 408. https://doi.org/10.3390/socsci14070408
Kapoula, O., Panitsidis, K., Vezou, M., and Karapatsias, E. (2026). Systemic Thinking and AI-Driven Innovation in Higher Education: The Case of Military Academies. Education Sciences, 16(2), 183. https://doi.org/10.3390/educsci16020183
Karim, M., Antoni, S., and Oktarina, K. (2024). Meta-Analysis of Collaborative Learning Approaches in Educational Management and Their Impact on Student Performance. Indonesia Journal of Engineering and Education Technology (IJEET), 2(2), 427-434. https://doi.org/10.61991/ijeet.v2i2.85
Lee, C. E., Chern, H. H., and Azmir, D. A. (2023). WhatsApp Use in a Higher Education Learning Environment: Perspective of Students of a Malaysian Private University on Academic Performance and Team Effectiveness. Education Sciences, 13(3), 244. https://doi.org/10.3390/educsci13030244
Lizondo, C. J. L., Vargas, J. Y. S., Soliz, J. K. S., y Intriago, R. V. G. (2025). Aprendizaje colaborativo y su impacto en el rendimiento académico de los estudiantes de educación básica. Sinergia Académica, 8(Especial 1), 171-180. https://doi.org/10.51736/zb41hk03
López, A. M., Meroño, L., Cánovas, M. L., García, A. de A., and Martínez, L. M. A. (2022). Using Gamified Strategies in Higher Education: Relationship between Intrinsic Motivation and Contextual Variables. Sustainability, 14(17), 11014. https://doi.org/10.3390/su141711014
Luthull, K. (2021). Using Photographs and Memory-Work to Engage Novice Teachers in Collaborative Learning About Their Influence on Learner Behaviour. Educational Research for Social Change, 10(2), 142-160. https://doi.org/10.17159/2221-4070/2021/v10i2a9
Machado, M. (2022). El aprendizaje entre pares y sus efectos en el desempeño de los estudiantes. Desarrollo y Sociedad, (92), 11-43. https://doi.org/10.13043/DYS.92.1
Maqhubela, V. (2025, febrero 17). The Effects of Stakeholder Collaboration on Academic Performance and Institutional Effectiveness: A Case Study of Three Secondary Schools in the OR Tambo Inland District in the Eastern Cape of South Africa. Noyam Journals, 6(2), 185-200. https://doi.org/10.38159/ehass.20256212
Martín, R. G., López, C. M., and Arguedas-Sanz, R. (2020). Collaborative Learning Communities for Sustainable Employment through Visual Tools. Sustainability, 12(6), 2569. https://doi.org/10.3390/su12062569
Mkhize, N. S. M. (2022). Finding myself by involving children in self-study research methodology: A gentle reminder to live freely. South African Journal of Childhood Education, 12(1), a1043. https://scielo.org.za/pdf/sajce/v12n1/10.pdf
Moreno, A. J. G., Jurado, P. de los S., Pertegal, M. L. F., and Soler, R. C. (2020). Bibliometric Study of Scientific Production on the Term Collaborative Learning in Web of Science. Sustainability, 12(14), 5649. https://doi.org/10.3390/su12145649
Navarro, N., Corrales, P., Vila-Bedmar, R., González, R. H. M., de Luis, O., and Espada-Chavarria, R. (2024). Development of Educational Video Capsules for Active Learning in Environmental Sciences through Universal Design for Learning. Education Sciences, 14(8), 826. https://doi.org/10.3390/educsci14080826
Perifanou, M., and Economides, A. A. (2025). Students Collaboratively Prompting ChatGPT. Computers, 14(5), 156. https://doi.org/10.3390/computers14050156
Pino, M. Y. (2024). The Purpose and Functioning of Educational Networks in the New Public Education: Achievements and Challenges. Páginas de Educación, 17(1). https://doi.org/10.22235/pe.v17i1.3735
Poveda, M. L. P., Parrales, D. R. S., Chilán, J. H. M., y Parrales, J. V. F. (2025). Inteligencia artificial en la transformación del proceso enseñanza-aprendizaje. Revista Venezolana de Gerencia, 30(13), 538-555. https://doi.org/10.52080/rvgluz.30.especial13.35
Salas, L. O. I. F., Rojas, B. I. E., Pilar, W. T. B., Machuca, J. L. S., y Carpio, J. M. (2025). Análisis del aprendizaje colaborativo en los estudiantes universitarios. Horizontes Revista de Investigación en Ciencias de la Educación, 9(38), 1742-1751. https://doi.org/10.33996/revistahorizontes.v9i38.1013
Salazar, L., Martinez Aguiriano, A. J., Pietrosemoli, S., and Garcia, A. (2024). Developing Courses of Spanish for Specific Purposes in Agriculture to Bridge the Communication Gap Between the Hispanic Workforce and English-Speaking Veterinary and Animal Sciences Students. Animals, 14(24), 3639. https://doi.org/10.3390/ani14243639
Samane, V. A. C., Callacondo, J. C. V., Rucano, F. H. P., and Talavera, F. M. (2025). Managing cooperative learning and digital competences in secondary education: A systematic review. IJERE, 14(3), 2088~2098. https://doi.org/10.11591/ijere.v14i3.30449
Swamy, S. K., Subramanya, K. N., Rajasree, P. M., Divya, V. K., and Uma, B. V. (2025). A Case Study on—Enriching Learning Ability among Students By Adapting Collaborative Experiential Learning Based on Kolb’s Model. Journal of Engineering Education Transformations, 368-374. https://doi.org/10.16920/jeet/2025/v38is2/25044
Tremblay, É. W., Mathieu, S. C., Déri, C. E., Beaupré, K. B., and Lafrance, L. I. S.-M. (2025). Participatory Action Research: A Gateway to the Professionalization of Emerging Scholars. Trends in Higher Education, 4(3), 29. https://doi.org/10.3390/higheredu4030029
Vahed, A. (2024). Increasing proximities and reducing distances through COIL Virtual Exchanges. The Independent Journal of Teaching and Learning, 19(1), 10-32. http://www.scielo.org.za/scielo.php?script=sci_abstract&pid=S2519-56702024000100002&lng=en&nrm=iso&tlng=en
Vargas, E. Q., Tillca, W. F., Otazu, E. V., Vargas, R. Q., y Mescco, E. M. (2023). Aplicación de Estrategias de Enseñanza y Rendimiento Académico de los Estudiantes Universitarios. Ciencia Latina Revista Científica Multidisciplinar, 7(5), 9831-9846. https://doi.org/10.37811/cl_rcm.v7i5.8546
Von Visger, T. T., Gill, A. S., Seo, Y. S., and Mann, C. M. (2025). Developing Clinical Reasoning and Clinical Judgment Competency Through Collaborative Exam Generation. Nurse Educator, 50(4), E213-E218. https://doi.org/10.1097/NNE.0000000000001833
Wang, J. (2024). Research on the Flipped Classroom + Learning Community Approach and Its Effectiveness Evaluation—Taking College German Teaching as a Case Study. Sustainability, 16(17), 7719. https://doi.org/10.3390/su16177719
Xiu, S., Zhang, Y., Chen, H., Wen, Y., and Xiao, C. (2025). Task-Driven Computing Offloading and Resource Allocation Scheme for Maritime Autonomous Surface Ships Under Cloud–Shore–Ship Collaboration Framework. Journal of Marine Science and Engineering, 13(1), 16. https://doi.org/10.3390/jmse13010016
Yildiz, H. D. (2024). Feedforward- or feedback-based group regulation guidance in collaborative groups. Journal of Computer Assisted Learning, 40(2), 410-436. https://doi.org/10.1111/jcal.12887
Zachos, G., Paraskevopoulou, E. A. K., and Anagnostopoulos, I. (2018). Social Media Use in Higher Education: A Review. Education Sciences, 8(4), 194. https://doi.org/10.3390/educsci8040194
Zhang, X., Abbas, J., Shahzad, M. F., Shankar, A., Ercisli, S., and Dobhal, D. C. (2024). Association between social media use and students’ academic performance through family bonding and collective learning: The moderating role of mental well-being. Education and Information Technologies, 29(11), 14059-14089. https://doi.org/10.1007/s10639-023-12407-y
Zitzha, I., Mokganya, G., and Sinthumule, O. (2023). Innovative Strategies for Fostering Student Engagement and Collaborative Learning among Extended Curriculum Programme Students. Education Sciences, 13(12), 1196. https://doi.org/10.3390/educsci13121196