The transition to online education in times of Covid-19 has led to the use of educational innovations in order to ensure relevant learning. In this new and challenging pandemic context, the objective of this study is to diagnose the current state of Collaborative Online Learning (ACL) in teachers and students at the university level. The methodology adopted in the study is descriptive, inferential and cross-sectional. A new theoretical model of online collaborative learning is shown, which will include the design, validation and application of a questionnaire in 90 students and 20 teachers from different universities in Lima (Peru). The applied instrument showed high internal consistency with a Cronbach's Alpha of 0, 943 for teachers and 0, 914 for students. The results obtained show pending challenges in digital skills and internal regulation of teams; potentialities related to the exchange of information, socio-emotional skills for collaboration and positive interdependence online. Thus, the implementation of innovative methodologies such as collaborative online learning should not be a spontaneous act, but rather reflective and conscious, based on a managerial-mediator role of the teacher and a leading role of the student, as indicators of pedagogical autonomy in these educational actors in the classroom context, in order to ensure its effectiveness in virtual environments and the achievement of relevant learning, as a basis for the formation of a global and ethical citizenship.