OPESER Collaborative Work Didactic Model

Applied to Standardize Learning in Engineering Students

Authors

  • Tomás Couoh Chan Tecnológico Nacional de México/Instituto Tecnológico de Chetumal
  • Ricardo Chaparro Sánchez Facultad de Informática, Universidad Autónoma de Querétaro, México
  • Liliana Yáñez Soria Escuela de Bachilleres, Universidad Autónoma de Querétaro, México

DOI:

https://doi.org/10.62701/revedu.v13.5433

Keywords:

Didactic model, Collaborative work, Collective learning, Hybrid platform, Layers of responsibility

Abstract

Collaborative work in different models has given good results in student learning. In short, a didactic model of collaborative work is proposed with hybrid platforms supported by PBL methodology and the use of educational technology to level the mathematics learning of engineering students with teamwork. Results of the piloting are reported to validate and define the OPESER didactic model derived from the operation manual, an instrument with a Likert scale validated by four experts was used, it stands out that above 85% of students prefer collaborative work using ICT to do their mathematics homework.

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Author Biographies

Ricardo Chaparro Sánchez, Facultad de Informática, Universidad Autónoma de Querétaro, México

Dr. Ricardo Chaparro Sánchez is a Doctor in Innovation and Educational Technology, he is currently a full-time Researcher teacher with recognition of the desirable PRODEP-SEP profile, of the Faculty of Informatics at the Autonomous University of Querétaro, member of the consolidated Academic Body “Educational Innovation and Technology” and of the basic academic core of the Doctorate in Innovation in Educational Technology and Master in Innovation in Virtual Teaching-Learning Environments programs, in addition to participate in the Doctorate and Master's programs in Computer Science, all PNPC accredited. He is currently Senior member of the IEEE (Institute of Electrical and Electronics Engineers), Member of the IEEE-Education Society and Senior member of the ACM (Association for Computing Machinery), in addition to being a candidate member of the COMIE (Mexican Council for Educational Research). His research areas are quality and accreditation in non-face-to-face education and educational innovation through technology in engineering education, with more than 25 years in teaching and 15 in research and innovation in the field of higher and postgraduate education.

 

 

Liliana Yáñez Soria, Escuela de Bachilleres, Universidad Autónoma de Querétaro, México

Dr. Liliana Yáñez Soria has a degree in Law, a doctor in Educational Technology and a master in Communication Sciences. He works as a full-time teacher in English and Logic subjects at the High School of the Autonomous University of Querétaro. Recognition as a candidate for the National System of Researchers (SNII) for the period 2025-2028. Member of the Mexican Academy of Logic since 2024. Participation in national and international conferences on the topic of regulatory framework for distance education at a higher level. Publications in magazines and book chapters related to the topic of Educational Technology, Distance Education and Linguistic Education. Collaborator in the Educational Innovation academic body at the UAQ Faculty of Informatics.

 

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Published

02-06-2025

How to Cite

Couoh Chan, T., Chaparro Sánchez, R., & Yáñez Soria, L. (2025). OPESER Collaborative Work Didactic Model: Applied to Standardize Learning in Engineering Students. EDU REVIEW. International Education and Learning Review Revista Internacional De Educación Y Aprendizaje, 13(1), 29–41. https://doi.org/10.62701/revedu.v13.5433

Issue

Vol. 13 No. 1 (2025)

Section

Research articles

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