Objets d’apprentissage numériques dans des programmes d’anglais en ligne :
une exploration de l’orientation centrée sur l’enseignant et l’engagement des étudiants
DOI :
https://doi.org/10.17533/udea.ikala.358271Mots-clés :
objets d’apprentissage numériques, modèle d’acceptation de la technologie, utilité aperçue, facilité d’utilisation, enseignement d’anglais en ligne, apprentissage des langues assisté par ordinateur, OAN, TAMRésumé
Cette étude par sondage a examiné les perceptions des enseignants et des étudiants de l’utilité, de la facilité d’utilisation et de la qualité technique des objets d’apprentissage numériques (OAN) dans un programme d’anglais en ligne dans une université publique colombienne. En outre, l’étude a exploré les attitudes et les compétences des enseignants et des étudiants dans l’utilisation de ces objets d’apprentissage. Les données ont été collectées par le biais de deux enquêtes transversales fondées sur le modèle d’acceptation de la technologie et administrée à 63 enseignants et 290 étudiants d’un programme d’anglais intermédiaire en ligne dans une université publique colombienne. Des statistiques descriptives ont été utilisées pour calculer les moyennes et les écarts-types afin d’analyser les données. Les résultats suggèrent une disparité entre les perceptions des enseignants et des étudiants sur ces ressources, les enseignants exprimant des opinions plus positives que les étudiants, ce qui a permis de conclure que ces ressources sont fortement orientées vers les enseignants et l’enseignement. Des éléments de gamification ont été recommandés pour renforcer l’engagement des étudiants. En outre, l’étude suggère que les OAN encouragent efficacement la présence des enseignants dans les environnements en ligne. Cette étude permet aux concepteurs pédagogiques de mieux comprendre le développement d’OAN efficaces.
Téléchargements
Références
Arteaga, R. y Hueros, A. D. (2010). Motivational factors that influence the acceptance of Moodle using TAM. Computers in Human Behavior, 26(6), 1632-1640
Artino, A. R. Jr., Rochelle, L., Dezee, J. S., K. J., & Gehlbach, H. (2014). Developing questionnaires for educational research: AMEE Guide No. 87. Medical teacher, 36(6), 463–474. https://doi.org/10.3109/0142159X.2014.889814
Bohl, O., Scheuhase, J. Sengler, R. & Winand, U. (2002). The sharable content object reference model (SCORM) - a critical review. International Conference on Computers in Education, 2002. Proceedings., Auckland, New Zealand, 2002, pp. 950-951 vol.2, DOI: 10.1109/CIE.2002.1186122
Borrero, M., Cruz, E., Mayorga, S. & Ramírez, K. (2009). Una metodología para el diseño de objetos de aprendizaje. La experiencia de la Dirección de Nuevas Tecnologías y Educación Virtual, DINTEV, Universidad del Valle. En C. Valencia y A. Jiménez (Eds.), Objetos de aprendizaje. Prácticas y perspectivas educativas (pp. 37-59). Pontificia Universidad Javeriana. https://www.yumpu.com/es/document/read/50877177/practicas-y-perspectivas-educati-vas-pontificia-universidad-
Cabero-Almenara, J., Romero-Tena, R., Llorente-Cejudo, C., & Palacios-Rodríguez, A. (2021). Academic Performance and Technology Acceptance Model (TAM) Through a Flipped Classroom Experience: Training of Future Teachers of Primary Education. Contemporary Educational Technology, 13(3), ep305. https://doi.org/10.30935/cedtech/10874
Cabero Almenara, J., Barroso Osuna, J. & Llorente Cejudo, M. D. (2016). Technology acceptance model & realidad aumentada: estudio en desarrollo. Revista Lasallista de Investigación, 13(2), 18-26. https://doi.org/10.22507/rli.v13n2a2
Cavalcanti, A. P., Barbosa, A., Carvalho, R., Freitas, F., Tsai, Y.-S., Gašević, D., & Mello, R. F. (2021). Automatic feedback in online learning environments: A systematic literature review. Computers and Education: Artificial Intelligence, 2, 100027. https://doi.org/10.1016/j.caeai.2021.100027
Creswell, J. W. (2012). Educational research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Pearson Education.
Chang, C.-T., Hajiyev, J. & Su, C.-R. (2017). Examining the students’ behavioral intention to use e-learning in Azerbaijan? The General Extended Technology Acceptance Model for E-learning approach. Comput. Educ., 111, 128–143.
Check, J., & Schutt, R. K. (2012). Survey research. In J. Check & R. K. Schutt (Eds.). Research methods in education. (pp. 159–185). Thousand Oaks, CA: Sage Publications.
Colombian Ministry of National Education (CMNE). (2005). Portal Colombia aprende. La red del conocimiento.
Davis, F. D. (1989). ‘Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quart.,13(3), 319–340.
Davis, F. D., Marangunic, A., & Granic, A. (2020). Technology Acceptance Model: 30 Years of Tam. Springer.
Farahat, Taher. (2012). Applying the Technology Acceptance Model to Online Learning in the Egyptian Universities. Procedia. Social and Behavioral Sciences. 64, 95–104. 10.1016/j.sbspro.2012.11.012.
Fathema, N., Shannon, D. & Ross, M. (2015). Expanding The technology acceptance model (TAM) to examine faculty use of learning management systems (LMSs) in higher education institutions. J. Online Learn. Teach., 11(2), 210–232.
García, I. Peña-López, I; Johnson, L., Smith, R., Levine, A., & Haywood, K. (2010). Informe Horizon: Edición Iberoamericana 2010. Austin, Texas: The New Media Consortium
Garrison, D. R. (2011). Online community of inquiry review: Social, cognitive, and teaching presence issues. Journal of Bacteriology, 193(17), 4557–4558. doi:10.1128/JB.05513-11 PMID:21725015
Godwin-Jones, R (2004). Learning Objects: Scorn or SCORM?. Language Learning & Technology, 8(2), 7–12. http://dx.doi.org/10125/25235
Healey, D. (2018). TESOL technology standards. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching (Vol. VI, pp. 4148– 4154). Malden, MA:Wiley- Blackwell. DOI: https://doi.org/10.1002/9781118784235.eelt0453
Hernández Domínguez, I., Tamayo Cuenca, R., Mora Hernández, A. D. (2018). Innovación docente basada en el empleo de objetos virtuales de aprendizaje de Lengua Española. ROCA. Revista científico- educacional de la provincia Granma, 14(5), Edición Especial 2018.
Hernández Urrego, S. C. (2019). A Virtual Learning Object (VLO) to Proote Reading Strategies in an English for Specific Purposes Environment. HOW, 26(2), 106–122. https://doi.org/10.19183/how.26.2.517
Hernawan, A. H., Dewi, L., Fadlillah, A. F., & Setiawan, B. (2021). Students’ Attitudes and Perceptions of Smart Online Learning through Podcast Content Development. International Journal of Interactive Mobile Technologies (iJIM); 15(21), 88-106. https://doi.org/10.3991/ijim.v15i21.24909
Ibrahim, R; Leng, N. S.; Yusoff, R.C. M.; Samy, G. N.; Masrom, S., Rizman, Z. I. (2017) E-learning acceptance based on technology acceptance model (tam). J. Fundam. Appl. Sci., 9(4S), 871-889.
Karasneh, R., et al., 2021. Attitudes and Practices of Educators Towards e-Learning During the COVID-19 Pandemic. The Electronic Journal of e-Learning, 19(4), 252-261, available online at www.ejel.org
Khan, E., Tarling, M. & Calder, I. (2019). Reusable learning objects for nurse education:
development, evaluation, challenges and recommendations. British Journal of Nursing, 28, 1136-1143.
Kučina Softić, S. (2015). Teacher’s Technology Use and Attitude Towards E-Learning in Higher Education. In A. M. Teixeira, A. Szücs, & I. Mázár (Eds.) (Eds.), Expanding Learning Scenarios Opening Out the Educational Landscape: Proceedings of the European Distance and E-Learning Network 2015 Annual Conference (531-539). European Distance and E-learning Network. https://doi.org/10.38069/edenconf-2015-ac-0061
Konstantinidis, S., Brown, M., Taylor, M. and Hall, C. (2019). Strengths, weaknesses, opportunities and threats for using reusable learning objects in European healthcare curricula to enhance cultural sensitivity. INTED2019 Proceedings.
Learning Technology Standards Committee – LTSC (2002). 1484.12.1TM. IEEE Standard for Learning Object Metadata. Retrieved November 30, 2023, from https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=1032843
Leffa, V. J. (2006). Nem tudo que balança cai: Objetos de aprendizagem no ensino de línguas. Polifonia, 12(2), 15–45.
Marikyan, D. & Papagiannidis, S. (2023) Unified Theory of Acceptance and Use of Technology: A review. In S. Papagiannidis (Ed), TheoryHub Book. Available at https://open.ncl.ac.uk /
Martínez-Palmera, O., Combita-Niño, H., & De-La-Hoz-Franco, E. (2018). Mediación de los Objetos Virtuales de Aprendizaje en el Desarrollo de Competencias Matemáticas en Estudiantes de Ingeniería [Mediation of Virtual Learning Objects in the Development of Mathematical Competences in Engineering Students]. Formación universitaria, 11(6), 63-74. https://dx.doi.org/10.4067/S0718-50062018000600063
Mohd Latip, H. F., Omar, A. H., Jing, T. M., & Shahrom, A. (2017). A Questionnaire-based Approach on Technology Acceptance Model for Integrated Multiple Ankle Technology Device on Patient Psychology. Sains Humanika, 9(3-2). https://doi.org/10.11113/sh.v9n3-2.1267
Montiel, I., Delgado-Ceballos, J., Ortiz-De-Mandojana, N. and Antolin-Lopez, R. (2020). New ways of teaching: using technology and mobile apps to educate on societal grand challenges. Journal of Business Ethics, 161, 243-251
Nagy, J. T. (2018). Evaluation of online video usage and learning satisfaction: An extension of the Technology Acceptance Model. The International Review of Research in Open and Distributed Learning, 19(1). https://doi.org/10.19173/irrodl.v19i1.2886
Nuryakin, Nuryakin & Rakotoarizaka, Nandrianina & Musa, Hussein. (2023). The Effect of Perceived Usefulness and Perceived Easy to Use on Student Satisfaction. The Mediating Role of Attitude to Use Online Learning. Asia Pacific Management and Business Application, 11. 323-336. https://doi.org/10.21776/ub.apmba.2023.011.03.5
Noguera, J., Okuboyejo, S., Ayeni, F., Sowunmi, O. & Paindla, V. (2018). An Institutional Web-Based Learning Objects Repository System. International Journal of Current Trends in Engineering & Technology, 4(1), 85-88.
Onofrei, G. & Ferry, P. (2020). Reusable learning objects: a blended learning tool in teaching computer-aided design to engineering undergraduates. International Journal of Educational Management, 34(10), 1559-1575. https://doi.org/10.1108/IJEM-12-2019-0418
Parra Diettes, D. C. (2022). Creation of Virtual Learning Objects for the Development of Technological Skills and the Learning of English as a Foreign Language. Íkala, Revista De Lenguaje Y Cultura, 27(2), 527–546. https://doi.org/10.17533/udea.ikala.v27n2a14
Pineda, J. E., Tamayo Cano, L. H., & Peralta, M. A. (2021). An Inquiry-Based Framework for Teaching English in Synchronous Environments: Perceptions from Teachers and Learners. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 11(1), 38-58. http://doi.org/10.4018/IJCALLT.2021010103
Pito Salas, R. (2020). Reusable Learning Objects: An Agile Approach. Retrieved May 8, 2023 from: https://arxiv.org/pdf/2007.05075.pdf
Pressman, R. (2006). Ingeniería del software. Un enfoque práctico. McGraw Hill. http://cotana.informatica.edu.bo/downloads/ld-Ingenieria.de.software.enfoque.practico.7ed.Pressman.PDF
Redmond, C., Davies, C., Cornally, D., Adam, E., Daly, O., Fegan, M. & O’toole, M. (2018). Using reusable learning objects (RLOs) in wound care education: undergraduate student nurse’s evaluation of their learning gain. Nurse Education Today, 60, 3-10.
Redondo, R., & Urbina, I. (2019). La relación entre los objetos virtuales de aprendizaje
y el desarrollo de la habilidad de escucha en estudiantes de lenguas. Revista Espacios, 40(2), 1-11. https://www.revistaespacios.com/a19v40n02/19400211.html
Roca, J. C., Chiu, C.-M. & Martínez, F. J. (2006). Understanding e-learning continuance intention: An extension of the technology acceptance model. Int. J. Hum. Comput. Stud., 64(8), 683–696, 2006.
Salloum, S.A., Qasim Mohammad Alhamad, A., Al-Emran, M., Abdel Monem, A.R., & Shaalan, K.F. (2019). Exploring Students’ Acceptance of E-Learning Through the Development of a Comprehensive Technology Acceptance Model. IEEE Access, 7, 128445-128462.
Saltos-Solorzano, R. C., Cobeña-Macias, T. E., & Zambrano-Acosta, J. M. (2022). Uso de los objetos virtuales de aprendizaje enfocado en la enseñanza de lengua y literatura. EPISTEME KOINONIA, 5(1), 4–16. https://doi.org/10.35381/e.k.v5i1.1671
Sánchez, R. A. & Hueros, A. D. (2010). Motivational factors that influence the acceptance of Moodle using TAM. Comput. Hum. Behav., 26(6), 1632–1640.
Shafrir, U. (2020). Meaning equivalence reusable learning objects (MERLO) access to knowledge in early digital era and development of pedagogy for conceptual thinking. Pedagogy for Conceptual Thinking and Meaning Equivalence: Emerging Research and Opportunities, IGI Global, Toronto.
Tamayo Cuenca, R. (2015). Objetos Virtuales de Aprendizaje de Física Moderna para la carrera de Ingeniería Mecánica. (Tesis presentada en opción al grado de Doctor en Ciencias Informáticas. Universidad de Holguín.
Venkatesh, V. & Bala, H. (2008). Technology Acceptance Model 3 and a Research Agenda on Interventions. Decision Sciences. 39(2), 273-315. DOI:10.1111/j.1540-5915.2008.00192.x
Venkatesh, V. & Davis, F.D. (2000). A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies. Management Science. 46(2), 186-204. DOI:10.1287/mnsc.46.2.186.11926
Vetromille-Castro, R. (2003). A usabilidade e a elaboração de materiais para o ensino de inglês mediado por computador. Revista Brasileira de Linguística Aplicada, 3(2), 9–23.
Vetromille-Castro, R. (2007). A interação social e o benefício recíproco como elementos constituintes de um sistema complexo em ambientes virtuais de aprendizagem para professores de línguas. Unpublished doctoral dissertation, Federal University of Rio Grande do Sul, Porto Alegre. Retrieved August 20, 2012, from http://www.lume.ufrgs.br/handle/10183/14754
Vetromille-Castro, R. (2009). A entropia sóciointerativa e a sala de aula de (formação de professores de) língua estrangeira: reflexões sobre um sistema complexo. In PAIVA, Vera Lúcia Menezes de Oliveira e; NASCIMENTO, Milton do (Ed.), Sistemas adaptativos complexos: lingua(gem) e aprendizagem. Sistemas adaptativos complexos: lingua(gem) e aprendizagem (pp. 113-129). Belo Horizonte, MG: Faculdade de Letras da UFMG.
Vetromille-Castro, R., Moor, A. M., Duarte, G. B., & Sedrez, N. H. (2013). From Learning Objects to Language Learning Objects: Communicative Language Teaching Principles in CALL Material. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 3(2), 82-96. http://doi.org/10.4018/ijcallt.2013040105
Yanfang, F., Xing, L., Xueyao, F. & Jing, M. (2018). Advanced dynamic autonomous knowledge learning method for distance learning. 2018 Second International Conference of Sensor Network and Computer Engineering (ICSNCE 2018), Atlantis Press.
Yong, L., Rivas, L. y Chaparro, J. (2010). Modelo de aceptación tecnológica (TAM): un estudio de la influencia de la cultura nacional y del perfil del usuario en el uso de las TIC. Innovar, 20, 36, 187-204.
Téléchargements
Publié-e
Comment citer
Numéro
Rubrique
Catégories
Licence
(c) Tous droits réservés Íkala, Revista de Lenguaje y Cultura 2025
Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale - Partage dans les Mêmes Conditions 4.0 International.
