Abstract:

There is a demand for individuals who know how to engage and work in non-hierarchical groups in contemporary society. Groups in which the power of the collective enriches each member of the group.

There is a demand for collaborative learning in the educational sphere, in which teachers and students actively participate in the educational process. The students have a voice and take responsibility for their learning. The teacher is the organizer and facilitator of the learning process.

It is essential to highlight that collaborative work is not simple. It is difficult for human beings to recognize each other as an ally. A colleague with whom it is possible to dialogue for mutual growth and improvement without social risks.

When it comes to collaborative practices, empathy is the key to the efficiency of sharing. Teachers have fundamental participation in these collaborative practices, as they are the ones who must promote the respect of the different ideas and opinions in the learning environment.

With the pandemic, teachers and students are physically separate, and collaborative learning happens exclusively through ICTs. The physical distance between teachers and students creates a potential misunderstandings space. To deal with it, teachers must explore the ICTs to foster mechanisms to motivate and aggregate the students, developing an environment of trust, respect, and empathy without losing the educational objective.

The use of ICTs as a desire of exploring new teaching possibilities is different from the use of ICTs because there is no other option to deliver disciplines, courses, and programs. The latter raises questions and discomfort for some teachers, as online teaching is not and should not be a mere reproduction of teaching face-to-face. Even though teachers may bring to the virtual environment their expertise developed through their professional life, different learning spaces have different characteristics that must be respected.

Teaching through ICTs demands time, energy, specific preparation, clear objectives, and the students desire to learn in the virtual environment. It is not an easy task for teachers accustomed to the closed space of classroom walls.

This paper will deal with the collaborative learning process challenges in virtual environments, paving the way to reflections about collaborative partnerships between teachers and students through ICTs.

Some of the challenges that the paper will discuss are:
- The transmission of the collaborative learning objectives and what is expected from the students.
- The creation of a virtual environment in which respect, empathy, and trust are present.
- The ability to give students a voice to speak up their ideas, concerns and insights in a discussion forum or real-time applications.
- The students' demand for the "teacher always on".
- The ability to always give positive feedback about students' participation.

Teachers who teach in virtual environments should pay close attention to these challenges. The knowledge of these issues may help teachers engage the collaborative learning process, promoting an education that enhances student participation and the feeling of belonging.

Keywords:

Collaborative learning, virtual environment, e-learning.