Virtual learning object and environment: a concept analysis

Abstract

Objective: To analyze the concept of virtual learning object and environment according to Rodgers' evolutionary perspective. Method: Descriptive study with a mixed approach, based on the stages proposed by Rodgers in his concept analysis method. Data collection occurred in August 2015 with the search of dissertations and theses in the Bank of Theses of the Coordination for the Improvement of Higher Education Personnel. Quantitative data were analyzed based on simple descriptive statistics and the concepts through lexicographic analysis with support of the IRAMUTEQ software. Results: The sample was made up of 161 studies. The concept of "virtual learning environment" was presented in 99 (61.5%) studies, whereas the concept of "virtual learning object" was presented in only 15 (9.3%) studies. Conclusion: A virtual learning environment includes several and different types of virtual learning objects in a common pedagogical context.

Evaluation of a virtual learning environment about educational actions for people with diabetes mellitus

“…They are part of diverse tools and functionalities that help the teaching-learning process in a dynamic and interactive perspective, using synchronous and asynchronous tools, such as forums, questionnaires, video-lessons, and chats, with flexibility in time management and space of learning, evaluation tools, and the didactic process control. 28 Interactive tools such as forums, chats, e-mails, and others are usually available in VLE platforms, since they are organized spaces for didactic-pedagogical purposes that, combined with the teachers' and tutors' work, have contributed to a more interactive format in remote education. [29][30] The online course of this study on Health Education in Diabetes Mellitus was developed with four modules, text and article reading and interpretation, resolution of case studies, chats, forums, wherein the participants were assisted by teachers and tutors responsible for the course's organization and for monitoring in the institutional VLE.…”

Understanding Teachers’ Utilisation and Impact of a Virtual Learning Environment: A Multiple-Case Study in Post-Primary Schools in Malaysia

“…Previous studies have suggested that students' learning goals may be achieved via personalised learning through collaborative and interactive activities (Scott, 2015). Furthermore, Salvador et al, (2017) reported that based on their study, personalised learning which is one of the attributes of VLE, has shown to be an optimiser of effective learning for students. In order to support students with a range of competencies and skills needed to succeed in modern global societies, teaching and learning focus more on interactive learner-led activities that create greater opportunities for inquiry-based learning, enabling students to develop 21st century skills involving critical thinking, creativity, collaboration and communication (Scott, 2015;Tondeur, Forkosh-Baruch et al, 2016;Voogt & Plomp, 2010).…”

Construction of hypermedia for prevention of bloodstream infection

“…It is a digital resource of limited size possible to apply within various activities and pedagogical strategies. VLO has educational contents and animations, permeated by interdisciplinarity, interactivity, as well as complements and exercises (9)(10)(11) .…”