Autonomous Collaborative Learning: Topic Development and Oral Presentation

The teaching–learning process has undergone a profound transformation in recent years. The traditional lecture-based classroom model is increasingly being replaced by innovative methodologies that promote student autonomy, while still benefiting from teacher guidance and support. This shift is largely driven by the development of information and communication technologies, which provide students with immediate access to vast amounts of information. Additionally, the promotion of skills such as group work and oral communication, essential competencies within the current European framework of higher education, is emphasized. In the context of teaching Tax Law at the University of Almeria, we implemented a method involving group preparation and subsequent class presentations on various topics. To evaluate the effectiveness of this methodology, we surveyed students at the end of a four-month period, collecting 65 valid responses. The data, analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM), revealed that the length of the assigned topic, the number of group members, and their formation method are critical factors, explaining 57.20% of the variance in teamwork and public presentation skills. Moreover, 76.80% of effective subject learning is explained by the time dedicated to study, the depth of study, and the level of autonomy achieved. Students identified the primary negative aspect as inequality in the level of commitment and work among group members. However, they also highlighted the benefits of learning to work collaboratively and overcoming the fear of public speaking.