Digital Tools In Education Research Articles

Digitalisation in early childhood education: a domestication theoretical perspective on teachers\u2019 experiences

The aim of this study is to increase knowledge of teachers’ understanding and experiences of using, or not using, digital tools in Early Childhood Education (ECE). The study takes a domestication theoretical approach based on interviews with twelve teachers from nine ECE institutions working with play-based learning with children aged 1–5 years from four different municipalities in Sweden. The study answers the following two research questions: In what ways, and to what extent, do teachers integrate digital tools in their work? What practical, symbolic or cognitive aspects affect their work with digital tools? The teachers have integrated the digital tools to different extent. The most useful tools for working with the children are tablets and beamers, which are devices that can be used in various ways. Digital tools used for administration are domesticated to a greater extent than the tools teachers use with the children. The study further shows that important factors in the successful domestication of digital tools in ECE include digital competence, including pedagogical aspects, in combination with personal drive and professional learning and development.

Abstract P12: Colorectal cancer screening in Appalachian Kentucky primary care clinics during COVID-19

Abstract Background: Colorectal cancer (CRC) mortality is disproportionately higher in Appalachian counties of Kentucky than in non-Appalachian regions. Part of the mortality gap can be explained by lower screening rates in Appalachian counties. Researchers at Markey Cancer Center partnered with primary care clinics in eastern Kentucky to address this disparity by identifying strategies to implement evidence-based interventions (EBIs) to improve CRC screening and follow-up in Appalachian Kentucky. Methods: Members of the research team conducted formative research activities to identify multilevel barriers to CRC screening. A menu of EBIs was then created to address these barriers, and clinic champions selected EBIs that were feasible in their respective practices. However, because of restrictions during COVID-19, clinics experienced multiple changes to workflow and operations, necessitating modifications to program activities. Over a series of virtual meetings, clinic champions selected adaptations that could allow clinics to continue promoting CRC screening in their practices despite COVID-related limitations. Results: Changes in clinic staffing and workflow resulting from COVID-19 included provider furloughs, a state-mandated pause in elective procedures, mandatory parking lot visits for many in-person visits, and an increase in telehealth. Among our clinic partners, total in-person visits were reduced by nearly half from first to second quarter of 2020, whereas telehealth visits were 23 times higher, though telehealth visits were cut in half by third quarter. To match these changing modes of practice, clinics adapted creative strategies for communicating CRC screening recommendations to patients, including shifting from paper to digital educational tools, promoting screening via telehealth visits, and prioritizing recommendations for stool-based tests over colonoscopy for average-risk patients. As a result, orders for FIT and FIT-DNA were 2 and 3 times higher, respectively, from second to third quarter of 2020. Conclusion: Rural primary care clinics in Appalachia continue to promote CRC screening despite the multiple challenges related to COVID-19. One relevant reference for clinicians is the National Colorectal Cancer Roundtable’s playbook for reigniting CRC screening during COVID-19, a document that promotes stool-based screening for average-risk patients. While elective procedures remain backlogged in rural areas due to state regulations, research partners should emphasize the need to prioritize stool-based CRC screening for average-risk populations and reserve scheduling colonoscopies for high-risk individuals or those with abnormal stool-based test results. While our clinical partners had previously focused on a “colonoscopy first” approach to screening, our findings suggest that our clinic partners increased orders for stool-based CRC tests. Nevertheless, continued outreach is needed to ensure CRC screening rates remain optimal. Citation Format: Aaron J. Kruse-Diehr, Mark Cromo, Melinda Rogers, Angela Carman, Bin Huang, David Gross, Sue Russell, Vickie Fairchild, Mark Dignan. Colorectal cancer screening in Appalachian Kentucky primary care clinics during COVID-19 [abstract]. In: Proceedings of the AACR Virtual Meeting: COVID-19 and Cancer; 2021 Feb 3-5. Philadelphia (PA): AACR; Clin Cancer Res 2021;27(6_Suppl):Abstract nr P12.

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Abstract
 This article focuses on how children’s informal acquisition of textual knowledge is used, or not used, in formal literacy situations involving digital tools in preschool education. Research questions were related to the interaction between children’s perspective and pedagogues’ understanding of knowledge and teaching. The study draws on didactic design theories focusing on the learning processes embracing children and adults (Selander & Kress, 2010). Central concepts for analysis are agency and flexibility. Firstly, the study examines how the children’s agency manifests in teaching situations. Secondly, it illuminates in what ways the pedagogues’ didactic flexibility becomes visible in the teaching situations. The study adheres to the design-based research paradigm. The pedagogues and the researcher together developed teaching situations involving digital tools. The results revealed the interaction dimension in which children had or assumed agency in dialogue with the pedagogues. This interaction was both context-creating and meaning-creating. However, the analysis also revealed that the children’s cultural backpacks were not used to the extent that could have been achievable in the teaching situations investigated.

Digital learning for enhancing learning experience

Information and Communication Technology (I.C.T.) has brought changes in all sectors including education. It is the I.C.T. which is responsible for bringing quality, innovation and excellence in education. In education sector, I.C.T. encourages digital learning. Digital learning is learning through digital devices such as mobile phones, laptops and computers etc. There are various digital tools which are used to impart education to make the educational process interesting and effective. The study is based on literature study method and observation. This paper deals with describing digital tools and their advantages as well as disadvantages. It is truth that despite the disadvantages, the digital tools in education has revolutionized the educational process. In this competitive world it is important for the children to be aware of digital learning so that they will take the advantages of digital learning.

Building Cancer Prevention and Control Research Capacity in Rural Appalachian Kentucky Primary Care Clinics During COVID-19: Development and Adaptation of a Multilevel Colorectal Cancer Screening Project.

This study describes the development of a colorectal cancer (CRC) screening multilevel intervention with four primary care clinics in rural Appalachian Kentucky. We also discuss barriers experienced by the clinics during COVID-19 and how clinic limitations and needs informed project modifications. Four primary care clinics were recruited, key informant interviews with clinic providers were conducted, electronic health record (EHR) capacity to collect data related to CRC screening and follow-up was assessed, and a series of meetings were held with clinic champions to discuss implementation of strategies to impact clinic CRC screening rates. Analysis of interviews revealed multilevel barriers to CRC screening. Patient-level barriers included fatalism, competing priorities, and financial and literacy concerns. The main provider- and clinic-level barriers were provider preference for colonoscopy over stool-based testing and EHR tracking concerns. Clinics selected strategies to address barriers, but the onset of COVID-19 necessitated modifications to these strategies. Due to COVID-19, changes in clinic staffing and workflow occurred, including provider furloughs, a state-mandated pause in elective procedures, and an increase in telehealth. Clinics adapted screening strategies to match changing needs, including shifting from paper to digital educational tools and using telehealth to increase annual wellness visits for screening promotion. While significant delays persist for scheduling colonoscopies, clinics were encouraged to promote stool-based tests as a primary screening modality for average-risk patients.

Domestic Soft Law Regulation during the COVID-19 Lockdown in Hungary: A Novel Regulatory Approach to a Unique Global Challenge.

On 13 March 2020 the Hungarian Government announced the immediate closure of all schools throughout the country to prevent the spread of COVID-19 forcing several hundred thousand children to learn from home, and teachers to ensure their education. The Hungarian Educational Authority hurried to issue recommendations on the use of digital education tools. During the COVID-19 pandemic and the special legal order consequently introduced by the Hungarian Government, Hungary has seen the emergence of such non-binding measures adopted by public entities, complementing governmental action against the pandemic, with the aim of providing guidance to bodies exercising a public service function ("addressees"). These protective measures adopted under the special legal order are deemed to be successful and are largely followed by the addressees. Since soft law has hitherto been neglected by both Hungarian administrative governance and the legal literature, the recent burgeoning of non-binding measures deserves scholarly attention. In this article, we set out to map the specific context of the emergence of domestic soft law and the conditions for its adoption and reception, relying on our case study conducted in respect of the National Educational Authority's recommendations.

Nursing students\u2019 experiences of a pedagogical transition from campus learning to distance learning using digital tools

BackgroundThe use of distance education using digital tools in higher education has increased over the last decade, particularly during the COVID-19 pandemic. Therefore, this study aimed to describe and evaluate nursing students’ experiences of the pedagogical transition from traditional campus based learning to distance learning using digital tools.MethodsThe nursing course Symptom and signs of illness underwent a transition from campus based education to distance learning using digital tools because of the COVID-19 pandemic. This pedagogical transition in teaching was evaluated using both quantitative and qualitative data analysis. Focus group interviews (n = 9) were analysed using qualitative content analysis to explore students’ experiences of the pedagogical transition and to construct a web-based questionnaire. The questionnaire comprised 14 items, including two open-ended questions. The questionnaire was delivered to all course participants and responses were obtained from 96 of 132 students (73%). Questionnaire data were analyzed using descriptive statistics and comments from the open-ended questions were used as quotes to highlight the quantitative data.ResultsThe analysis of the focus group interviews extracted three main dimensions: didactic aspects of digital teaching, study environment, and students’ own resources. Social interaction was an overall theme included in all three dimensions. Data from the questionnaire showed that a majority of students preferred campus based education and experienced deterioration in all investigated dimensions after the pedagogical transition. However, approximately one-third of the students appeared to prefer distance learning using digital tools.ConclusionsThe main finding was that the pedagogical transition to distance education reduced the possibility for students’ social interactions in their learning process. This negatively affected several aspects of their experience of distance learning using digital tools, such as reduced motivation. However, the heterogeneity in the responses suggested that a blended learning approach may offer pedagogical benefits while maintaining an advantageous level of social interaction.

Shock digitalisation of education: The perception of participants of the educational process

Introduction. The relevance of the study is determined both by the importance of the problem of digital transformation of education in general, and by the specific conditions, which arose during the crisis caused by COVID-19. The long-termconsequences of the emergency transition of Russian education to the distance format, taking into account the ongoing pandemic, have yet to be assessed, but the reaction ofthe participants in the educational process to the first period of the total distance learning should be analysed immediately as a basis for future management decisions.Aim. The aim of the present research is a comprehensive analysis of the perception of the experience of an emergency transition to a distant education format by the main participants in the educational process.Methodology and research methods. Online survey based on Google forms was employed as the main method. The respondents to the survey included participants in the educational process, mostly permanently residing in the Sverdlovsk region (99% of the respondents). The survey was conducted in September – October 2020. The survey participation was voluntary and completely anonymous. As a result of the survey conducted, more than 24,500 original responses were received and processed. The data obtained were compared with the results of secondary studies (primarily, with the monitoring studies of the Higher School of Economics).Results. The research findings demonstrate a number of significant shortcomings in the strategy of digital transformation of education, such as the insufficient development of the digital communication infrastructure in the regions, the technological and competence-based digital inequality, the lack of well-developed methods of using digitaleducational tools, the lack of high-quality content, the lack of full-fledged integrated educational resources on the market. The shortcomings mentioned above apparently led to a decrease in the quality of education during the period of self-isolation and provoked a reaction of rejection of digital educational forms and an increase in technological pessimism among a significant part of the respondents. The results are presented in correlation with secondary studies, which confirms the reliability of the general conclusions.Scientific novelty. The scientific novelty of the research lies in the attraction, systematisation and analytical generalisation of original material on the urgent problem of digital transformation of education, collected in one of the largest and technologically advanced regions of the Russian Federation.Practical significance. The current article makes it possible to more accurately assess the situation in regional education and provides reference points both for conducting longitudinal research and for making current and strategic management decisions in Russian education at the regional and federal level.

Access To Informatıon And Use Of Dıgıtal Instruments In Educatıon And Student Opinions

In this research, the students' level of awareness about the use of digital tools in education, their perspectives on digital education tools, their feelings and thoughts about the course processes carried out with interactive course applications were examined. According to the results of the study, it is seen that the student profile, which meets the digital world at the time of birth, e-mails, chats, uses social media, and access to research resources in new media where information is used freely, is also prone to the use of digital tools in education. It has been observed that students prefer online, online and interactive applications instead of traditional education models.

Pushed Across the Digital Divide: COVID-19 Accelerated Pathology Training onto a New Digital Learning Curve

Bringing digital teaching materials into residency training programs has seen slow adoption, expected for many new technologies. The COVID-19 pandemic dramatically shifted the paradigm for many resident teaching modalities as institutions instituted social distancing to prevent spread of the novel coronavirus. The impact of this shift on pathology trainee education has not been well studied. We conducted an online survey of pathology trainees, program directors, and faculty to assess pre- and post-COVID-19 use of, and response to, various digital pathology modalities. Responses were solicited through both social media and directed appeals. A total of 261 respondents (112 faculty, 52 program directors, and 97 trainees) reported a dramatic and significant increase in the use of digital pathology-related education tools. A significant majority of faculty and program directors agreed that this shift had adversely affected the quality (59% and 62%, respectively) and effectiveness (66%) of their teaching. This perception was similar among learners relative to the impact on quality (59%) and effectiveness (64%) of learning. Most respondents (70%-92%) anticipate that their use of digital pathology education tools will increase or remain the same post-COVID. The global COVID-19 pandemic created a unique opportunity and challenge for pathology training programs. Digital pathology resources were accordingly readily adopted to continue supporting educational activities. The learning curve and utilization of this technology was perceived to impair the quality and effectiveness of teaching and learning. Since the use of digital tools appears poised to continue to grow post-COVID19, challenges due to impaired quality and effectiveness will need to be addressed.

Establishing Evaluation Criteria for Digital Dental Simulation Systems and the Differences between Software and Evaluators

Purpose: Cavity and tooth preparation are essential curriculum components in dental education for undergraduate students, and faculty staff determine whether the standard of the work is acceptable. However, evaluators are inevitably subject to variability and bias, so quantification of the evaluation is desirable. Therefore, various digital devices have been developed to quantify evaluations, such as SURFLACER, Simodont, and DentSim. In this study, we aimed to investigate the use of evaluation software and to compare human evaluation with software evaluation using a new digital dental education device with a realtime evaluation function. Material and Method: Dental students prepared a full metal crown on an artificial mandibular left first molar, which was evaluated by the software and a human evaluator (a dentist). Results: The results showed that the software evaluation was more suitable with eight cross-sections than with four crosssections. The dentist evaluated the same teeth according to a set of evaluation criteria, but there were no statistically significant differences in any of the evaluation items. Finally, multivariate analysis was conducted to assess the relationship between the software evaluation using eight cross-sections and the human evaluator using dummy variables, and it revealed that the margin form evaluation by the dentist was a significant explanatory variable for the score by the software. Conclusion: This preliminary study is the first to demonstrate that the new digital dental education device has considerable potential as a digital educational tool.

Teaching with Google Classroom

The use of digital tools in education is subject to debate in school as well as in wider society. This motivates studies on the potential of these tools to facilitate teaching and learning. One of the digital tools being used is Google Classroom (GC). In order to increase knowledge of its usage and effects in content teaching, semi-structured interviews were conducted with 18 teachers in Swedish compulsory school. The aim is thus to answer three research questions: 1) How do teachers describe their usage of GC in teaching? 2) What effects of using GC do teachers perceive? 3) How can GC be used to develop students’ communicative and metacognitive abilities? In the interviews teachers primarily described usage of GC as structuring, but also with some pedagogical objectives. Teachers also reported on perceived effects on students’ motivation to learn and development of knowledge and skills. In summary, the interviews indicate teachers’ different degrees of appropriation of GC and opinion on its affordance. 
 We conclude that GC has the potential to promote students’ learning, but that teachers may need training and support to take advantage of that potential.

Exploration of Barriers and Facilitators to Optimal Emergency Department Care of Sickle Cell Disease: Opportunities for Patient–Physician Partnerships to Improve Care

Sickle cell disease patients commonly present to an emergency department (ED) due to acute vaso-occlusive pain episodes (VOEs), also known as vaso-occlusive crises (VOCs). Unsatisfactory patient care leads to preventable morbidity, mortality, and substantial financial costs. This study investigated the current use of sickle cell disease patient-directed physician education (PDPE) in the clinical setting and also explored opportunities for improvement. A qualitative phenomenologic design was used with semi-structured in-depth interviews. Open-ended questions were used to probe participant’s experiences with EDs, the feasibility of a PDPE program as well as barriers and facilitators to PDPE. A total of nine patients and eight physicians participated in the study. Three major themes were identified: divergent challenges to patient recommendations, new targets for sickle cell disease education and triage process: not heard and not seen. Numerous challenges exist to the implementation and optimization of PDPE with sickle cell disease triage processes and nursing support identified as influential factors. Paramount to the process of improving PDPE is physicians perceiving patients as credible sources of information, especially as it relates to generalized concerns of opioid dosing. A patient provided written or digital education tool can be considered to facilitate PDPE to ease communication strain on patients while increasing communication efficiency.

Evidence-Based Health Informatics as the Foundation for the COVID-19 Response: A Joint Call for Action.

Background As a major public health crisis, the novel coronavirus disease 2019 (COVID-19) pandemic demonstrates the urgent need for safe, effective, and evidence-based implementations of digital health. The urgency stems from the frequent tendency to focus attention on seemingly high promising digital health interventions despite being poorly validated in times of crisis. Aim In this paper, we describe a joint call for action to use and leverage evidence-based health informatics as the foundation for the COVID-19 response and public health interventions. Tangible examples are provided for how the working groups and special interest groups of the International Medical Informatics Association (IMIA) are helping to build an evidence-based response to this crisis. Methods Leaders of working and special interest groups of the IMIA, a total of 26 groups, were contacted via e-mail to provide a summary of the scientific-based efforts taken to combat COVID-19 pandemic and participate in the discussion toward the creation of this manuscript. A total of 13 groups participated in this manuscript. Results Various efforts were exerted by members of IMIA including (1) developing evidence-based guidelines for the design and deployment of digital health solutions during COVID-19; (2) surveying clinical informaticians internationally about key digital solutions deployed to combat COVID-19 and the challenges faced when implementing and using them; and (3) offering necessary resources for clinicians about the use of digital tools in clinical practice, education, and research during COVID-19. Discussion Rigor and evidence need to be taken into consideration when designing, implementing, and using digital tools to combat COVID-19 to avoid delays and unforeseen negative consequences. It is paramount to employ a multidisciplinary approach for the development and implementation of digital health tools that have been rapidly deployed in response to the pandemic bearing in mind human factors, ethics, data privacy, and the diversity of context at the local, national, and international levels. The training and capacity building of front-line workers is crucial and must be linked to a clear strategy for evaluation of ongoing experiences.

Innovative digital tools in EBP and information literacy education for undergraduate nursing students

Background: Information literacy (IL) skills are essential for the translation of current knowledge into evidence-based practice (EBP) in healthcare, which in turn improves patient outcomes. However, students enter pre-registration nursing programs with variable IL skills, which can present challenges when preparing research-literate nursing graduates. Objectives: To develop an online module for nursing students to learn the information literacy skills they require to effectively implement EBP. Project design: A self-paced, interactive online module was developed for final year pre-registration nursing students at an Australian university and launched in late January 2019. Four different digital tools, including screen-capture videos, split-screen tutorials, e-portfolio/learning journey platforms, and digital badges, were integrated to create an interactive module on database searching and systematic reviews. A student feedback survey was added to collect information on the students’ learning experience. Results: Students reported the online module was challenging but engaging and that its self-paced interactive nature assisted their learning. Digital badges were reported as a motivating factor by students, and their attitudes toward EBP were positive. Students were able to complete the module on their own, but a handful required face-to-face assistance. Conclusion: This project successfully integrated screen-capture videos, split-screen tutorials, e-portfolios and micro-credentialing into one online learning module to assist nursing students with developing the IL skills required for effective EBP.

Digital education technologies – some problems

The situation developed in spring of this year caused an active discussion on the topic of distance learning, due to which strengths and weaknesses of this type of education were identified. The authors dwelled on two of the most important, in their view, points: problem of possible assessing students’ understanding of educational material and possibilities of implementing the second most important component of educational process–upbringing. The use of various digital technologies tools in education is extremely relevant and necessary to expand the teacher’s capabilities to communicate to the student the current information volume, they make the learning process truly interactive, expand the student’s involvement in educational process. However, it is necessary to consider that any technologies can only implement those tasks that were formally set at their development time, but in reality, we need a flexible, sometimes spontaneous reaction of the teacher to assess the student’s understanding of the material passed through, their ability to use the acquired knowledge in practice, not to mention the fact that educational influence and adequate reaction of the teacher are possible only in contact interaction.

Organization of a system of digital education practices in the municipal sphere of general education

This article is devoted to solving the problem of accumulation, systematization and translation of the practices of using digital educational technologies in municipal educational organizations. The solution to this problem was carried out through the implementation of the municipal project "Organization of a system of digital education practices in the urban district of the city of Yelets" in 2019. The project was aimed at involving at least 350 managing and teaching staff, 4000 students into the active practice of using digital educational technologies in educational organizations of the urban district of the city of Yelets by the end of 2019. As a way to achieve the goal, the implementation of a system of digital education practices in educational organizations of the urban district of the city of Yelets was determined. Continuity and concession are key features of this system. Consequently, the stakeholders are preschool educational organizations, general educational organizations, organizations of additional education, secondary vocational education and higher education. This system involved the use of such organizational forms as a resource center, a municipal network platform, a pivotal school, an author’s school, within which approbation, tuning and dissemination of the experience of using software products, the LECTA digital educational platform, the digital educational environment "Mobile e-education" and directions 3D modeling, digital video and robotics. The key results of the conducted research were not only quantitative but also qualitative indicators. The main problem that has blocked the adoption of digital education tools among the pedagogical community is the belief that they are ineffective compared to full-time education.

Digital Pathology and ICT in Medical Education in the Pre-COVID Era: Measuring the State of Readiness of Medical Students in a Nigerian Medical School for the Changing Technological Landscape

Background: Information Communication Technologies (ICTs) have caused significant improvement in the practice and teaching of medicine worldwide. The novel coronavirus disease (COVID 19) pandemic has heightened the need for increased development and improvement in ICT skills and infrastructure. ICTs are causing a revolution in the way Pathology is practiced and taught worldwide. This study was carried out to evaluate the utility of ICTs in undergraduate pathology education in a tertiary institution in Nigeria.
 Materials and Methods: This was a cross sectional study in which a structured questionnaire was used to assess students’ access to ICT, ICT skills and perceptions regarding ICT in pathology education. Questions regarding learning challenges and knowledge of pathology related resources and the current state of utilization of computer based/ digital tools in pathology education in the institution were also examined. Data was analysed using SPSS version 20 and reported in charts.
 Results: Questionnaires were administered to 146 students out of which 97 responded. Only 44% of the students had personal computers with 24% using their computers daily and 69% having internet connectivity. Most were proficient in Word processing (84%) and Email (80%), while very few had programming or database skills. Eighty-nine percent (89%) considered ICT as being useful in pathology learning, while 65% considered ICT as being more effective than traditional learning methods. Gross demonstrations were rated as being superior to digital images in gross pathology by 55%. The most commonly used ICT tools by the students were photomicrographs, online lecture notes, images and tutorials with interactive ICT tools (webinars, teleconferencing and simulations) hardly being used.
 Conclusion: The need for formal training in relevant ICT skills in specific content areas is very necessary in our environment, more so now with the appearance of the COVID - 19 pandemic on the scene.

Innovative Teaching Techniques for Entrepreneurship Education in the Era of Digitalisation

Nowadays, in the digital age, automated software with machine learning and artificial intelligence is widely used in both business and everyday life, therefore it has to be used in education and achieving of its sustainability. The young generation makes extensive use of a wide range of software, so teaching with an auto-mated tool would be very attractive for students, but there is a need to increase teachers' digital skills and com-petencies. When studying entrepreneurship, students prefer innovative, practical teaching methods, involving automatic tools for validation of business idea feasibility.The aim of the study is to identify multidisciplinary and innovative educational approaches and techniques in entrepreneurship, containing training that uses automated software to test and improve the viability of students' business ideas.The authors followed the objectives of the Europe 2020 Strategy and the Entrepreneurship 2020 Action Plan. Digitalization creates and will create more and more possibilities in future to use automatic digital tools in edu-cation and solutions in form of artificial intelligence that might be scalable and widely applied for the distance learning as evidenced by the crisis caused by COVID-19.The research is based on existing researches and comparative analysis of teaching entrepreneurship, statistical data analysis and survey conducted by authors. Discussion on and identification of innovative learning and teach-ing techniques in entrepreneurship education is also included.

Experiencia de Diseño de Objeto Virtual de Aprendizaje OVA para Fortalecer el PEA en Estudiantes de Bachillerato

Los recursos tecnológicos han permitido la incursión de herramientas digitales interactivas o no interactivas en la educación, fortaleciendo el aprendizaje de los educandos en diferentes áreas del saber, no obstante, en el colegio “Dr. Juan Henríquez Coello”, Ecuador, los estudiantes de bachillerato presentan falencias durante el proceso de enseñanza aprendizaje, en la asignatura de informática. Por tal motivo, el presente estudio, planteó como objetivo de investigación; el diseño de un Objeto Virtual de Aprendizaje para fortalecer los aprendizajes básicos imprescindibles de los estudiantes de bachillerato, siendo este un prototipo que surge como parte del proyecto COVA planteado en la Universidad Técnica de Machala. Dentro de la metodología se utilizó la investigación – acción participativa, además de utilizar como instrumentos de recolección de datos el cuestionario junto a una encuesta basada en escala de Likert permitiendo conocer el grado de satisfacción, además de la actitud de los 60 estudiantes de bachillerato quienes utilizaron el recurso digital. Entre los resultados, se logró evidenciar la propuesta del Objeto Virtual de Aprendizaje, donde los estudiantes demostraron una actitud positiva hacia el recurso propuesto obteniendo una aceptación del 90% por parte de los participantes. Por último, es necesario mencionar el uso de la metodología ADDIE como guía fundamental para la construcción e implementación de un Objeto Virtual de Aprendizaje permitiendo proponer al OVA como un recurso educativo digital para la interacción entre el docente - estudiante fortaleciendo el proceso de enseñanza aprendizaje de los contenidos de estudio de una asignatura.