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This work discusses in-person to virtual teaching adaptation through an applied, collaborative learning strategy among engineering students. It details the face-to-face didactic sequence and how it adapted to online sessions. During implementation, the teacher gathered observations. Students answered a questionnaire on collaborative work, its arrangements, and the role of teacher as facilitator in the collaborative learning environment at the end of the session. The findings indicate a positive assessment of collaborative online learning and reveal the challenges that arose in adapting to this teacher-student environment. |
