Cooperative learning in university education. Experience in the Faculty of Civil Engineering of the National University of Engineering, Peru

Abstract

The training of professionals, committed to their reality, reflective, critical and with social skills and competencies that allow them to enter the changing world of work is a requirement and challenge that higher education institutions have today. These results in the training of professionals are not achieved with a traditional teaching and learning process. To achieve this, it is necessary to incorporate a formative approach that focuses the student and her group as protagonists in the act of learning and this requirement is met by Cooperative Learning. Approach to the teaching and learning process that influences the integral formation of the student's personality, in their social and professional performance. Its application at the university level is not extensive, but there are already experiences with successful results in the training of engineers and other specialists. The objective of the article is to analyze different theoretical positions on cooperative learning, its methodological implications in the teaching-learning process of higher education. As an exemplification context, the Faculty of Civil Engineering of the National University of Engineering of Peru is taken, specifically in the application by the author of a cooperative learning psychopedagogy program. From the experience it is concluded that the cooperative learning strategy favors the interpersonal development of the students, unites them as a group and they are very self-assessing.