The Universidad de La Sabana informs that authors have authorized internal and external users to access the document through the online catalog of the library and the institutional repository on the library's website, as well as through national and international information networks with which the university has agreements. Access is permitted for academic purposes only, not for commercial use, with proper citation. According to Article 30 of Law 23 of 1982 and Article 11 of Decision Andina 351 of 1993, the university states that document rights belong to the authors, including moral rights. This article reviews different conceptions of collaborative learning and the strengths and weaknesses highlighted by various authors, aiming to identify challenges in incorporating collaborative learning using ICT in education. The analysis shows no consensus on the definition of collaborative learning, with varying perceptions of its characteristics. The author outlines challenges for successful implementation. Collaborative learning, which fosters group work, has significantly changed teaching-learning processes through the internet and ICT. However, there is no consensus on its definition, benefits, and the relevance of ICT in learning through interaction. The article discusses different perspectives on collaborative learning, emphasizing the role of interaction, the use of ICT, and the need for teacher training. It also highlights the benefits of collaborative learning, such as social skills development and the creation of a better social environment, and its challenges, including the digital divide and the need for technological literacy. The article concludes that there is no agreed definition of collaborative learning, and different perspectives exist regarding its strengths and weaknesses. It outlines challenges for successful implementation in education.The Universidad de La Sabana informs that authors have authorized internal and external users to access the document through the online catalog of the library and the institutional repository on the library's website, as well as through national and international information networks with which the university has agreements. Access is permitted for academic purposes only, not for commercial use, with proper citation. According to Article 30 of Law 23 of 1982 and Article 11 of Decision Andina 351 of 1993, the university states that document rights belong to the authors, including moral rights. This article reviews different conceptions of collaborative learning and the strengths and weaknesses highlighted by various authors, aiming to identify challenges in incorporating collaborative learning using ICT in education. The analysis shows no consensus on the definition of collaborative learning, with varying perceptions of its characteristics. The author outlines challenges for successful implementation. Collaborative learning, which fosters group work, has significantly changed teaching-learning processes through the internet and ICT. However, there is no consensus on its definition, benefits, and the relevance of ICT in learning through interaction. The article discusses different perspectives on collaborative learning, emphasizing the role of interaction, the use of ICT, and the need for teacher training. It also highlights the benefits of collaborative learning, such as social skills development and the creation of a better social environment, and its challenges, including the digital divide and the need for technological literacy. The article concludes that there is no agreed definition of collaborative learning, and different perspectives exist regarding its strengths and weaknesses. It outlines challenges for successful implementation in education.