Colability of learning: A construct to revalue quality in university education

Abstract

This article is part of a qualitative research, whose main purpose was to revalue the evaluation of the quality of learning in the classrooms of Higher Education Institutions (IES). This publication presents the theoretical references that have emerged in recent decades on formative assessment and commitment to learn, and the results of the sensory phenomena that students manifest when they learn. These instantaneous sensory contacts give rise to an interest in learning, by recognizing what is done and mainly what is felt, when learning. The result obtained provides the person with understanding and enthusiasm to delve deeper and seek new rewarding experiences. In this personal experience of the student, the teacher plays a critical role by identifying and reinforcing these manifestations in the classroom and, when produced effectively, high-quality interaction is created, that is, commitment and enthusiasm for learning. . The presence of all the conditions described above is called Colability of learning.

Descriptors: Learning Colability, Engagement, Formative Assessment, “Aja” Moments