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

Autores/as

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

DOI:

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

Palabras clave:

Comunicación asertiva, Aprendizaje colaborativo, Cohesión grupal, Entornos híbridos, Educación

Resumen

La transición hacia modelos híbridos de enseñanza ha generado la necesidad de fortalecer las competencias comunicativas y la cooperación entre los actores educativos. Este artículo analiza la relación entre la comunicación asertiva y el aprendizaje colaborativo como factores determinantes en la cohesión de grupos en entornos híbridos. A través de una revisión bibliográfica y un enfoque analítico-descriptivo, se argumenta que la interacción empática, el respeto mutuo y la corresponsabilidad en la construcción del conocimiento favorecen un clima de aula inclusivo, participativo y eficaz. Los resultados destacan que la asertividad docente potencia la participación estudiantil, mientras que el aprendizaje colaborativo incrementa la motivación y la autogestión del aprendizaje, consolidando así comunidades educativas cohesionadas y resilientes frente a los desafíos tecnológicos y sociales de la educación actual.

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