Collaborative learning involves making decisions to support the educational field with Web 2.0 tools. Several studies described in this review conducted under the parameters of a research protocol reveal relevant empirical evidence that supports this claim. The main objective of this work is to identify the effective contribution of Web 2.0 tools in academic performance through collaborative learning to contribute to the efficiency and effectiveness of education. To achieve this goal, we consider databases such as Science Direct, IEEE and Google Scholar. We include empirical studies that specifically reflect the significant contribution of Web 2.0 tools in the collaborative learning of students. None of the studies reported a detrimental effect on learning; However, the positive effects are not necessarily attributed to the technologies themselves, but to how the technologies are used and as a learning concept. The results of this review found that blogs and social networks seem to be the most appropriate Web 2.0 tools for application to collaborative learning because they allow collaboration and social, affective and cognitive processes, but more comparative research is needed.