Conclusions
This study explored the effectiveness of Blackboard collaborative breakout groups on physical education teaching styles. According to the results, the experimental group achieved greater cognitive achievement than the control group, which received only online lectures through a Blackboard collaborative ultra. In contrast, in the experimental group, breakout groups were formed using collaborative strategies and worksheets. Furthermore, the results showed that the experimental group maintained its cognitive achievement despite the suspension period, compared to the control group, for which their follow-up measurements decreased due to reliance on online lectures. Due to this, it is essential that the online learning process promotes collaboration, engagement, and reinforcement among students. The use of technologies in the classroom must be planned and complemented by teaching strategies with a positive reputation in learning that supports active learning strategies.