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This article examines the results of research conducted from collaborative work by peers, with student profiles based on a model of thinking preferences, personal skills, and their grouping in different combinations in the development of the course Programming I of systems engineering and computer science. A methodological path based on educational research with qualitative analytics was used within the academic perspective in the framework of technology training. In the data collection, formats designed based on the 4Q model of thinking preferences were implemented, and direct observation and qualitative and quantitative analysis were used, using spreadsheet software as support. The results favor learning in specific combinations of collaborative work by peers based on the thinking preferences model and the characterization of the students as a motivational basis for such learning, to the point of promoting a certain level of autonomy that benefits students in these training processes. [ABSTRACT FROM AUTHOR]

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