Collaborative forum promoting students’ engagement using effective feedback and encouragement

This short article presents the preliminary results of an investigation into the role of collaborative forums in virtual education. These forums are fundamental tools because they facilitate interaction, reflection, and the construction of knowledge. Previous studies show that they promote not only participation but also collaborative learning when they have effective feedback and clear communication strategies. However, there are challenges related to quality, motivation, and coherence between interaction and learning outcomes. The objective of this study is to analyze what the collaborative forum requires to become a tool that strengthens autonomous learning within the UNAD heutagogical model, focused on learning to learn. The study employs a qualitative methodology based on open interviews with four tutors and three students to explore perceptions about quality, the role of feedback, and aspects that can be improved. Preliminary results indicate that student participation is essential to generate a sense of belonging and promote participation. However, the small sample and qualitative nature limit the generalization of the findings, which are based on subjective perceptions. Finally, it is highlighted that the tutor's affective feedback—expressed with attention and closeness—is key to strengthening confidence, motivating the student, and promoting their learning.