Abstract:

Allowing university students to participate in educational experiences outside the classroom facilitates the acquisition of latent knowledge within the environment in which they will carry out their future professional activity. However, the creation of learning communities is still not a common phenomenon in higher education. Therefore, the main objective of the educational project “CONECTA” was to create and sustain learning communities that promote the development of curricular competencies in students and improve the quality of education in the Bachelor's Degree in Physical Activity and Sports Sciences at the University of Malaga.

The CONECTA project was carried out during the 2022/2023 academic year. The project aimed to help teachers improve their teaching coordination skills by addressing interdisciplinary training scenarios involving multiple educational actors. Collaborative teamwork involved ongoing commitment and regular contact among participating teachers through periodic meetings. Student representatives and external specialists in specific areas were invited to these meetings. Regarding the activities carried out, students had the opportunity to participate in various training activities in which the teaching team liaised with collaborating agents and acted as organizers and facilitators to ensure their proper development. Specifically, during the 2022/2023 academic year, a total of 17 training activities were implemented in different formats, such as sports days, conferences, institutional visits, participation in international programs, charity events, and practical activities related to the field of Physical Activity and Sports Sciences.

The CONECTA project was evaluated on an ongoing basis, and data collection instruments were designed to provide information on the development and impact of the planned activities. The main purpose of analyzing the information obtained from these instruments was to support decision-making that would guide the project toward educational proposals that were more relevant and meaningful for students.

A variety of evaluation tools were used, in line with the collaborative learning methodology and agreed upon by the participating teaching team:
(1) teaching team meetings, in which the progress of the project was analyzed;
(2) discussion groups with small groups of students;
(3) portfolios of activities and tasks;
(4) questionnaires for students to assess perceived learning, opinions, and the educational potential of the proposals; and
(5) semi-structured interviews with external educational agents.

For example, students reported above-average levels of perceived learning and satisfaction with the teaching staff and their teaching methods. Many also indicated that the degree met their expectations, and 88% of students stated that they would recommend the degree.

In conclusion, the CONECTA project had a positive impact on both teachers and students. It improved coordination among teachers and across subjects, while also promoting higher-quality learning experiences for students that were more closely aligned with professional practice.

Keywords:

Collaborative learning networks, educational innovation, physical education, higher education.