Fraude académico o pactos de aprendizaje colaborativo: Una aproximación analítica a la transversal estrategia que irrumpe en la evaluación online

From a descriptive-inferential quantitative methodology, the objective of this article is to analyse the achievement levels of students at a Chilean public university in a context of online education, with special interest in the effect that collaboration pacts among students would have on the performance of two subjects, one theoretical-conceptual and the other logical-procedural. The results show a better performance and a reduction in omission and error rates under online modality, although this seems to be conditioned by the nature of the content of the tests analysed. In addition, the high consistency in the error rate of the tests analysed would be evidence of collaborative pacts among students, although the different levels of performance among them allow us to argue that their effectiveness would be determined by the cognitive-procedural demand associated with the item, as well as by the quality and depth of the knowledge distributed among the students participating in the cooperative groups.