In recent years, social networks have been integrated into informal learning, transforming the way in which knowledge is shared and consumed. This article aims to analyze the participation of users in educational videos of the main Iberoamerican Edutokers, identifying patterns that reflect the perception of the effectiveness of TikTok as a didactic learning tool. A comment analysis is used, based on the Community of Inquiry Framework Model, focused on the virtual learning community based on constructivism and collaboration through three pillars: social presence, cognitive presence and teaching presence. The results indicate that, although TikTok represents a didactic strategy for collaborative learning, its cognitive and teaching presence is still insufficient to foster deep and critical learning. Likewise, the interactions vary by discipline, with different approaches according to the subject matter.