LA DIMENSIÓN ÉTICA DEL APRENDIZAJE COLABORATIVO

Abstract

This research is concerned with promoting from the on line educative scope, activities of collaborative learning in which the students regulate their behavior actively, in agreement with associated to the principles desirable values in the professional required for the present society. The authors determined in a previous investigation that, being collaborative learning one of the fundamental strategies of the social constructivism, it is not easy to guarantee the individual performance. In the experience related to the subject Teaching with process transference of the José Antonio Páez University, Graduate Program in Higher Education Teaching collaborative activities developed in monitored virtual spaces were possible with the cognitive and affective interaction, and a heading of valuation that combined, in few items, performances and own attitudes of a virtual learning community was applied. The application of qualitative methods of research allowed to relate the detailed description of each one of these items to the values that sustain solidary moral development like a transverse axis of constructivist surroundings (Avellán, 2006). The opportune feedback, about the performance and progress of the students, favored the metacognitive reflection for the true meaning of the collaboration based on the mutual support, in order to give and to obtain the best thing of each individual according to his/her style and the principles of prudence, justice, strength, mildness, honesty, solidarity and compassion.