Determination of the Appropriation Level in the Collaborative Work, a Challenge in Distance Education Focused on E-learning

This article inquires about the appropriation level of the collaborative learning strategy that the students have of distance university programs. It is based on the elements of university work condensed in the Academic Pedagogical Solidarity Project (APSP) (2011) of the Open and Distance National University - UNAD of Colombia, which is the didactic pedagogical element and the pillars of collaborative work described by Puentes (2002) such as: communication; organization of activities and tasks; exchange of ideas; Contributions and responses in collaborative work and consensus and consolidation. This research is of a quantitative, non-experimental exploratory cross-sectional nature made to 315 students of the Western Zone of the University under investigation, to whom a questionnaire of 32 questions was applied, which after the process of descriptive analysis applying statistical techniques, concluded that The perception of the students regarding the level of appropriation of the collaborative work they have is “high”% without linking to the fulfillment of the components already described, which leaves in a critical position the development of the collaborative work in the institution and the open way to the approach of support actions from the computer sciences that guide and motivate in the virtual classroom the dynamics of the components of this learning strategy so important for distance education.