La comunicación asertiva y el aprendizaje colaborativo como factores de cohesión en entornos híbridos de enseñanza

Jessica Yarira López Llerena; Olga Pilar Santana Rodríguez; Carmen Lorena García Vera; Mónica Alexandra Moreira Contreras; Bella Mariela Moreira Contreras

doi:10.63803/prisma.v1n4.37

Authors

Jessica Yarira López Llerena Unidad Educativa Aurora Estrada y Ayala de Ramirez Perez Author
Olga Pilar Santana Rodríguez Unidad Educativa Isabel la Catolica Author https://orcid.org/0009-0006-2174-203X
Carmen Lorena García Vera Seguro general Author
Mónica Alexandra Moreira Contreras Unidad Educativa Caracol Author
Bella Mariela Moreira Contreras Unidad Educativa Aurora Estrada y Ayala de Ramirez Perez Author

DOI:

https://doi.org/10.63803/prisma.v1n4.37

Keywords:

Assertive communication, Collaborative learning, Group cohesion, Hybrid environments, Education

Abstract

The transition toward hybrid teaching models has emphasized the need to strengthen communication skills and collaboration among educational stakeholders. This article analyzes the relationship between assertive communication and collaborative learning as key factors in group cohesion within hybrid learning environments. Through a literature review and an analytical-descriptive approach, it is argued that empathetic interaction, mutual respect, and co-responsibility in knowledge construction promote an inclusive, participatory, and effective classroom climate. Findings highlight that teacher assertiveness enhances student participation, while collaborative learning increases motivation and self-regulation, thus fostering cohesive and resilient educational communities in the face of current technological and social challenges.

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