Abstract
To analyze the concept of virtual learning object and environment according to Rodgers' evolutionary perspective. 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. 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. A virtual learning environment includes several and different types of virtual learning objects in a common pedagogical context.
Highlights
In the context of technological advances, educational institutions face emerging challenges: the need for meeting demands of the information society; and a new learning population characterized as digital students, for instance[1].contemporary needs require universities that understand the outstanding importance of dynamic, flexible, cooperative, personalized, and interactive educational models[2].The challenge is to enable students to become political, social, and intellectual beings, in a free and independent way
Regarding educational materials that integrate information and communications technologies (ICTs), virtual learning objects (VLOs) and virtual learning environments (VLEs) stand out, which are widely glimpsed as potential support tools for the teaching-learning process[5,6]
The objective of the present study was to analyze the concept of virtual learning object and environment according to Rodgers’ evolutionary perspective
Summary
In the context of technological advances, educational institutions face emerging challenges: the need for meeting demands of the information society; and a new learning population characterized as digital students, for instance[1]. Regarding educational materials that integrate ICTs, virtual learning objects (VLOs) and virtual learning environments (VLEs) stand out, which are widely glimpsed as potential support tools for the teaching-learning process[5,6] These tools must be understood in their essence, so their incorporation into the teaching environment is in accordance with pedagogical approaches required for innovative teaching. For this purpose, it is relevant to carry out a conceptual analysis based on Rodgers’ evolutionary method[7], which considers contextual aspects as influencing concept. The objective of the present study was to analyze the concept of virtual learning object and environment according to Rodgers’ evolutionary perspective
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