Abstract:

Collaborative learning is one of the strongest presences in online learning. This paper presents part of a wider research project revolving around Computer Supported Collaborative Learning (CSCL) and its educational potential.

The study has been carried out based on a non-experimental quantitative methodology consisting on a questionnaire. The research context entails a group of five subjects in the degrees of Primary and Infant Education. They are taught in a blended modality at La Salle Campus Madrid (Spain). All of these subjects implemented the same collaborative work design in coordination. The sample collected was of ‎‎106 questionnaires, representing 83.46% of the student population. ‎

In this paper we introduce results about student’s perceptions of teacher’s roles in the interactive phase of collaboration. Results prove that student’s perceive the teacher role to be relevant in promoting student’s learning in contact with the group, to promote the acquisition of team work competences and to facilitate the establishment of bonds in the learning community.

Keywords:

Teacher’s roles, collaborative work, collaborative learning, student´s perception, higher education.