Objetos virtuais de aprendizagem em programas de inglês on-line:
uma abordagem da orientação centrada no professor e do envolvimento dos estudantes
DOI:
https://doi.org/10.17533/udea.ikala.358271Palavras-chave:
Virtual Learning Objects (VLOs), Technology Acceptance Model (TAM), Perceived Usefulness, Ease of Use, e-LearningResumo
A presente pesquisa por questionário examinou as percepções de professores e alunos sobre a utilidade, a facilidade de uso e a qualidade técnica dos objetos virtuais de aprendizagem (OVA) em um programa de inglês on-line em uma universidade pública colombiana. Além disso, o estudo explorou as atitudes e a competência dos professores e alunos no uso desses objetos de aprendizagem. Os dados foram coletados por meio de dois questionários transversais baseados no modelo de aceitação de tecnologia aplicado a 63 professores e 290 alunos de um programa de inglês intermediário on-line em uma universidade pública colombiana. A estatística descritiva foi usada para calcular as médias e os desvios-padrão para analisar os dados. Os resultados sugeriram uma disparidade entre as percepções dos professores e dos alunos sobre esses recursos, com os professores expressando opiniões mais positivas em contraste com as dos alunos; o que levou à conclusão de que os objetos virtuais de aprendizagem (OVA) estão mais orientados para os professores e para o ensino. Os elementos de gamificação foram recomendados para aumentar o envolvimento dos alunos. Além disso, o estudo sugere que os OVA promovem a presença do docente em ambientes digitais. Esse estudo oferece insights para designers educacionais no desenvolvimento de OVA eficazes.
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