Virtual Learning Object Research Articles

Evaluation of the perception of a virtual learning object with activities to promote study habits in the subject of differential calculus

The study and understanding of Differential Calculus are essential for Engineering, providing the bases for the topics in the development of Competences of Integral Calculus, Vector Calculus, Differential Equations and physics subjects. This study proposes to evaluate the perception of a virtual learning object with activities to promote study habits in the subject of differential calculus. The proposal consists of analyzing the perception of a virtual learning object about Functions of the Differential Calculus subject, which includes activities of study habits, obtained from a group of students of the second semester of engineering level. The results are encouraging since the students identified as positive aspects the dynamism of the object, the usefulness of using technological tools to strengthen learning.

Virtual learning object for teaching: case of a support instrument for the inclusion of computers in children with disabilities

Esta investigación pretende desarrollar objetos de aprendizaje virtual dirigidos a estudiantes con discapacidad visual con el objetivo de potenciar procesos de enseñanza y aprendizaje significativos para niños de 5 a 10 años. Asimismo, la exploración de referentes teóricos y metodológicos a través de una búsqueda bibliográfica considera la metodología STEAM, la cual se enfoca en la resolución de problemas, formular preguntas a través de él, examinar objetos, rastrear información contextual e investigar información. A pedido para varios tipos de actividades, como: juegos de memoria, sumas y restas, y pantallas de información para involucrar a los estudiantes y padres en el aprendizaje a través de actividades de instrucción. El tipo de investigación utilizado fue la descriptiva, analítica y longitudinal, mientras que las técnicas de recolección de datos fueron encuestas y observaciones directas para permitir el análisis posterior y ver diferencias entre los datos obtenidos de las diferentes actividades dentro del Objeto virtual de aprendizaje para evaluar el impacto obtenido al implementar la herramienta. La investigación realizada se basó en una muestra base de 6 estudiantes con discapacidad visual, con una edad promedio entre 5 y 10 años. Los resultados obtenidos mostraron que después de utilizar los objetos virtuales de aprendizaje, el rendimiento de cada estudiante mejoró en un 91,2 %, teniendo como resultado esperado, que el rol del docente cambia al pasar de prácticas de enseñanza tradicionales a herramientas pedagógicas de enseñanza, es decir, educar a los niños.

Virtual Learning Object (VLO) for Teaching and Learning Non-Parametric Statistical Methods

nterpreting, understanding, and applying statistical knowledge, presents, in many cases, some difficulties for students in the training process. For this reason, and thanks to the rise of information and communication technologies; a virtual object was developed for learning the statistical methods of Kruskal Wallis, Mann Whitney U and Wilcoxon, which are included in non-parametric statistics. The objective of this quasi-experimental design study was to apply the virtual object as a teaching-learning strategy for these three statistical methods after its creation and validation in order to support the training of students in biostatistics. The virtual learning object was evaluated by experts through the LORI instrument (tool that allows to evaluate learning objects based on nine variables), granting a quality level in the medium-high range according to the final weighting. The evaluation instrument and the comparative statistical analysis used in this process showed that the learning object is adequate for the purpose and objective set, concluding that there is a significant difference in the academic results of the students to whom this digital tool was applied.

EVALUATION OF THE RESULTS OF THE VIRTUAL LEARNING OBJECT FOR IMPROVING WATER MANAGEMENT AND CONSUMPTION HABITS IN THE INHABITANTS OF THE UPPER BOGOTÁ RIVER BASIN

The purpose of this article is to describe the results of the evaluation of a virtual learning object to help improve the consumption habits and management of water resources in the inhabitants of the upper reaches of the Bogotá River. The evaluation was developed in 4 stages.Stages 1 and 2 evaluated 20 users with the profile of students of the systems engineering program at the Universidad Cooperativa de Colombia.Stage 3 evaluated 10 users with advanced knowledge of the problems and the management of at least one computer system in the upper basin of the Bogotá river. Stage 4 evaluated 20 users inhabitants of the upper basin of the Bogotá river. The surveys of stages 1, 2, 3 and 4 were divided into 5 dimensions distributed by groups of questions that evaluate the perception of the developer and the users. This information generated positive results allowing to visualize the scope of the functionality and the perception of the users, additionally evaluated the impact of the application on the different types of users for the application of these systems in the upper Bogotá river basin, allowing generating important conclusions that establish the evaluation of the virtual educational environments as important supports in teaching, not only of environmental systems, and that should be evaluated by the users that integrally interact with the system. The above process allows for establishing essential conclusions resulting from the evaluation of virtual educational environments as necessary supports in the teaching process, not only of environmental systems; it establishes clear parameters for measuring virtual learning objects in which different professionals are involved in the development of educational environments and people in the learning process.

Virtual learning object about oral ulcerative lesions: controlled educational intervention study.

The aim of this study was to develop a virtual learning object (VLO) to teach undergraduate dental students about the diagnostic and therapeutic approaches to oral ulcerative lesions. The VLO was developed with information on the diagnostic process, lesion classification, and clinical-surgical management of oral ulcerative lesions. The VLO content was initially validated by a group of specialists. Learning was evaluated in a sample of 58 undergraduate dental students, divided into control group (conventional theoretical class, n = 29) and intervention group (interaction with VLO, n = 29). All students answered a pre-test and post-test questionnaire. The VLO group also answered a specific questionnaire on the evaluation of the VLO. Both quantitative and qualitative descriptive analyses were performed. The validation showed that professors and students considered the VLO adequate. The use of the VLO was recommended by 100% of professors and 86.6% of students. In the intervention group, the results showed a significantly higher number of correct answers in the post-test (p < 0.01). In conclusion, the VLO proved to be a useful tool for teaching oral medicine, contributing significantly to the knowledge of ulcerated lesions in the mouth.

INSTRUCTIONAL DESIGN: A LEARNING STRATEGY APPLIED TO NURSING HISTORY IN REMOTE TEACHING

Objective: to describe the elaboration of a virtual learning object to teach the Nursing History academic discipline. Method: a descriptive and exploratory study of the experience report type about the elaboration of a learning object as an active methodology in remote classes of the Nursing History academic discipline using the Analysis, Design, Development, Implementation and Evaluation (ADDIE) model of instructional design. The academic discipline was taught from December 2020 to March 2021 in Macaé, RJ, Brazil. Results: the discipline had an hour load of 30 hours, distributed in 10 synchronous meetings and nine asynchronous activities, with the participation of 26 students through the MOODLE platform, in addition to other pedagogical strategies. The challenges were mainly of a motivational nature and the students' interaction with the platforms showed commitment and interest; moreover, they were fundamental to turning learning-teaching into a dynamic and pleasant process. Conclusion: elaboration of the Virtual Learning Object was a strategy that assisted in improving the students' performance, in addition to promoting innovation in the teachers' pedagogical methods.

Design, production and implementation of a Virtual Learning Object for teaching of information systems for Industrial Engineering

En relación con los cambios y estrategias necesarias en el siglo XXI, y con la relevancia de la integración de las TIC en el desarrollo de contenidos se plantea el diseño de una herramienta gamificada de aprendizaje, Objeto Virtual de Aprendizaje (OVA). Este permite la mimetización de contenidos dentro de una narrativa con una divulgación cercana y cautivadora de temas tecnológicos, pensada para estudiantes que cursan materias centradas en el ámbito de la tecnología y con aplicaciones dentro del programa de Ingeniería Industrial. La herramienta está apoyada en contenido multimedia, lo que permite facilitar y mejorar la experiencia de aprendizaje del estudiante, así mismo, desarrollar la capacidad de identificar y asociar conceptos básicos de los sistemas de información, y reconocer su papel en distintas áreas empresariales.

Virtual learning object for developing knowledge about the diagnosis and management of molar incisor hypomineralization.

To develop, apply, and evaluate a virtual learning object (VLO) for teaching undergraduate dental students and paediatric dentists to diagnose and manage molar incisor hypomineralization (MIH). This controlled educational intervention included 170 undergraduate dental students and 50 paediatric dentists. The student intervention group (VLOG) was trained by the VLO, the control group of students (CG) received a synchronous virtual class, and the group of paediatric dentists (PDG) was trained by the VLO. Pre-test and post-test data were analyzed with a mixed one-way and Tukey's post hoc ANOVA test (α=0.05). The answers to the questionnaire were analyzed with the one-way ANOVA test and Tukey's post hoc test (α=0.05). The values obtained in the pre-test were significantly lower than those obtained in the post-test for all groups. The specialists showed a higher level of knowledge before and after the MIH training compared with the students (p<.001). Similarly, statistical differences were found in the level of knowledge, which increased after MIH training (p<.001). There were no differences between the CG and VLOG. The level of knowledge increased in all groups after training regardless of the method used. VLOG works similar to traditional teaching approaches.

Instrumentalization vs Instrumentation of Microlearning in a Math Class

The study aims to innovate the teaching and learning process of mathematics with a group of elementary school students from a rural population of Colombia, where the use of information and communications technology resources, as well as internet access in limited. The teachers implement microlearning so that children learn to solve arithmetic problems. The experience is descriptive with a non-probabilistic convenience sampling, developed from the creation and application of a virtual learning object whose pedagogical strategy was the use of microlearning. The study shows that the use of information and communications technology resources assist the students to learn mathematics. It also develops the office content, skill to interpret, know and solve mathematical problems from everyday situation to students

Evaluation of a virtual learning object with augmented reality technology for teaching of the computer parts

This article refers to the evaluation of the Virtual Learning Object (OVA) Computer AR, OVA with augmented reality technology to facilitate the teaching-learning of the concepts of computer maintenance, related to the internal parts of the computer, with the sixth grade students of the COLMERCEDES educational institution. The methodological design with a quantitative and descriptive approach involved the application of the OVA quality assessment instrument called LORI (Learning Object Review Instrument), under OVA quality assessment dimensions and criteria, which determine that it is a quality digital teaching resource. The quantitative descriptive analysis focuses on the assessments of students and teachers when exploring the tool and its contents, aspects such as motivation, usability, accessibility, among others, are measured, so that the relevance of designing and using interactive virtual objects with augmented reality technology for teaching and learning the basic concepts related to the internal parts of the computer is concluded. Among the results obtained were positive, it was evident that the OVA designed met the quality criteria to obtain a high assessment by the population under study, concluding that it was appropriate to design an OVA with augmented reality to generate contributions to the teaching and learning processes on concepts related to the internal parts of the computer. The data in the dimensions of evaluation with a low tendency indicate that it should be complemented with a contextualized setting, so that it can be adapted to the characteristics and needs of the students.

Naturaleza de la ciencia en un objeto virtual de aprendizaje para el profesorado de ciencias en formación

Nos propusimos validar un objeto virtual de aprendizaje (OVA) sobre un episodio de historia de la ciencia del siglo XVIII para enseñar naturaleza de la ciencia (NOS). La aplicación del OVA en formación de profesorado permitió su evaluación en contexto. El episodio histórico elegido concernió los estudios del naturalista Charles Bonnet, que construyó argumentos en favor de la idea de reproducción asexual en animales. Desarrollamos el OVA como sitio web, guiados por presupuestos teóricos sobre el uso de narrativas en la educación científica; elaboramos una «historia de la ciencia» con textos breves y material de fuentes primarias. En la narrativa intercalamos indagaciones basadas en problemas auténticos para abordar la NOS. El análisis de la aplicación del OVA con futuros profesores de biología evidenció resultados positivos en términos de la identificación de algunas «ideas clave» de NOS.

Evolution of nursing teaching in the use of education technology: a scoping review.

To identify and map the technological tools of information and communication to support the teaching learning process in Nursing teaching courses. This is a scoping review whose search was carried out in seven databases and in grey literature. After an initial analysis of the selection, 88 texts were read integrally, and 29 made up the final sample. Virtual learning environment and object, simulation, hypermedia, and software or cellphone applications were the tools the nursing professors used the most. Studies highlight that the application of technology was important in the teaching-learning process, since it encouraged teaching based on safe care, motivating and developing abilities/competences, supported on significant, effective, flexible, and autonomous learning. The contribution of the technology for nursing formation stands out, but it should be highlighted that its employment must be critical, reflective, based on pedagogical theories and developed by trained professors.

Gamificación con procesos cognitivos para mejorar niveles de comprensión lectora en estudiantes de octavo grado

Diseñar un OVA mediante gamificación para mejorar niveles de competencia lectora en octavo grado. El alcance del estudio buscó un análisis del grupo de estudiantes (30) objeto de investigación, en donde se pueda impactar su desempeño en las competencias de lectura de la Institución Educativa del Liceo Carmelo Percy Vergara, de Corozal Sucre. La metodología utilizada fue mixta de diseño concurrente. Se destaca dentro de los resultados sobre los niveles comprensión lectora: literal, inferencial y crítico demostrado a partir del porcentaje de respuestas aprobadas en el pos test con un 73.5%, con relación a los resultados del pre test que fue del 30%, además con un análisis de mejora en los niveles de cognición, según la taxonomía SOLO, se puede concluir que en el nivel Uniestructural los estudiantes pasaron de tener 37.80% en el Pre – Test, a tener 87.80% en el Post-Test; así como el nivel Multiestructural de 26.7% en el Pre – Test, a tener 83.2% en el Post-Test; por su parte en el nivel Relacional de tener un 32.2% en el Pre – Test, a tener 75.5% en el Post-Test; y por último un 30.0% en el Pre – Test, a tener un 43.3% en el Pre – Test. Por lo tanto, se logró mejorar la comprensión lectora mediante la aplicación del entorno gamificado llamado “Mundo Awen” a partir de una OVA para el fortalecimiento de los procesos cognitivos y de comprensión lectora en sus distintos niveles.

Evaluation of preference for use of gamificated tools in higher education

Este estudio presenta un recorrido general por el diseño, creación y puesta en marcha de un objeto virtual de aprendizaje (OVA) creado bajo conceptos de la teoría de autogestión y la gamificación para la enseñanza en entornos universitarios, así como su posterior evaluación en términos de preferencia para el uso por parte de los estudiantes. Se parte de la conceptualización de los OVA y las bases teóricas en su construcción, pasando por las metodologías y dinámicas involucradas en su desarrollo, para finalmente mostrar los resultados de las pruebas de preferencia para el uso aplicadas a estudiantes universitarios. Con lo anterior, este OVA y su evaluación se exponen como un caso de estudio único en su tipo al involucrar la gamificación y el uso de este instrumento para abordar la enseñanza en cursos de sistemas de información en un pregrado en ingeniería industrial. Este análisis responde a preguntas como ¿cómo se construye un OVA con conceptos de gamificación? y ¿qué variables influyen en la preferencia del uso de esta herramienta?

Virtual learning object: An asynchronous solution for virtual learning in dentistry post COVID-19.

Journal of Dental EducationVolume 85, Issue S1 p. 1123-1125 ADVANCING THROUGH INNOVATION Virtual learning object: An asynchronous solution for virtual learning in dentistry post COVID-19 Denisse Aguilar-Gálvez PhD(c), Corresponding Author Denisse Aguilar-Gálvez PhD(c) [email protected] Pediatric Dentistry Specialty of the Stomatology Career, Universidad Cientifica del Sur, Dentistry, Universidad Federal Rio Grande do Sul, Miraflores, Lima, Peru Correspondence Dr. Denisse Aguilar-Gálvez, Professor in Charge of the Pediatric Dentistry Specialty of the Stomatology Career at the Universidad Cientifica del Sur, and Postgraduate PhD student in Dentistry at the Universidad Federal Rio Grande do Su, Miraflores, Lima, Peru. Email: [email protected]Search for more papers by this authorFernanda C. Noal PhD, Fernanda C. Noal PhD Faculty of Dentistry, Universidad Federal Rio Grande do Sul, Porto Alegre, RS, BrazilSearch for more papers by this authorFernando Borba de Araujo PhD, Fernando Borba de Araujo PhD Faculty of Dentistry, Universidad Federal Rio Grande do Sul, Porto Alegre, RS, BrazilSearch for more papers by this authorLuis Ernesto Arriola-Guillén PhD, Luis Ernesto Arriola-Guillén PhD Division of Orthodontics, School of Dentistry, Universidad Científica del Sur, Miraflores, Lima, PeruSearch for more papers by this author Denisse Aguilar-Gálvez PhD(c), Corresponding Author Denisse Aguilar-Gálvez PhD(c) [email protected] Pediatric Dentistry Specialty of the Stomatology Career, Universidad Cientifica del Sur, Dentistry, Universidad Federal Rio Grande do Sul, Miraflores, Lima, Peru Correspondence Dr. Denisse Aguilar-Gálvez, Professor in Charge of the Pediatric Dentistry Specialty of the Stomatology Career at the Universidad Cientifica del Sur, and Postgraduate PhD student in Dentistry at the Universidad Federal Rio Grande do Su, Miraflores, Lima, Peru. Email: [email protected]Search for more papers by this authorFernanda C. Noal PhD, Fernanda C. Noal PhD Faculty of Dentistry, Universidad Federal Rio Grande do Sul, Porto Alegre, RS, BrazilSearch for more papers by this authorFernando Borba de Araujo PhD, Fernando Borba de Araujo PhD Faculty of Dentistry, Universidad Federal Rio Grande do Sul, Porto Alegre, RS, BrazilSearch for more papers by this authorLuis Ernesto Arriola-Guillén PhD, Luis Ernesto Arriola-Guillén PhD Division of Orthodontics, School of Dentistry, Universidad Científica del Sur, Miraflores, Lima, PeruSearch for more papers by this author First published: 16 September 2020 https://doi.org/10.1002/jdd.12439Citations: 6Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL No abstract is available for this article.Citing Literature Volume85, IssueS1Supplement: Advancing Through Innovation in a Challenging TimeJune 2021Pages 1123-1125 This article also appears in:Advancing Through Innovation in a Challenging Time RelatedInformation

Objeto virtual de aprendizaje para el diseño de prototipos de robótica: estrategia didáctica ante el COVID-19

Dado el nuevo escenario al que se han tenido que enfrentar los protagonistas de la educación por cuenta de la pandemia ocasionada por el COVID-19 ha sido necesario transformar las estrategias pedagógicas y didácticas para mitigar su impacto y dar paso al abordaje de temáticas o contenidos desde la distancia por medio de un ecosistema tecnológico (Ministerio de Educación Nacional, 2020). En tal sentido, el presente estudio analiza la experiencia de implementar y evaluar un Objeto Virtual de Aprendizaje (OVA) cuyo contenido conlleva a la realización de un producto final en el campo de la robótica escolar. La investigación se realizó bajo un enfoque cuantitativo con diseño cuasi experimental, y para el proceso de recolección de datos se utilizaron dos cuestionarios. El OVA se desarrolló bajo el método de análisis, diseño, desarrollo, implementación y evaluación (ADDIE) tomado de Maribe (2009) y al amparo del modelo pedagógico de Gagné (1968). Los resultados obtenidos de la aplicación de un pretest, un postest y una encuesta de satisfacción evidencian que la implementación del OVA en medio del distanciamiento social y cuarentena permitió afianzar los conocimientos fundamentales de las áreas de la educación media y la construcción del prototipo solicitado. De igual forma, generó interés, creatividad y el uso adecuado de las herramientas tecnológicas dentro del proceso enseñanza aprendizaje de los estudiantes privilegiando el aprendizaje basado en retos, la toma de decisiones y la resolución de problemas.

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.

IMPACT OF VIRTUAL LEARNING OBJECT IN THE THEORETICAL KNOWLEDGE AND DIAGNOSTIC CAPACITY OF ORAL ULCERATIVE LESIONS

Objective: To evaluate the influence of a virtual learning object (VLO) in the theoretical knowledge and diagnostic capacity of oral ulcerative lesions of undergraduate dentistry students. Methods: A randomized controlled trial was performed with 35 undergraduate students during the last semesters divided into 2 groups: control (n = 19) and VLO (n = 16) groups. The control group attended a conventional theoretical class and the VLO group was exposed to a virtual environment. The students’ learning performance was tested by using a multiple-choice pre/pre questionnaire that covered the knowledge and understanding of ulcerative lesions. In addition, all students answered a clinical case simulation quiz. The VLO group answered a specific evaluation questionnaire with a reduced version of the learning object review instrument. Results: In the pre/post questionnaire and clinical case quiz, the VLO group showed better results than the control group (P = .011 and P = .013 respectively). In addition, 80% of the students recommend using the VLO and 93% reported that they were willing to use other VLO. Conclusion: VLO is a tool that can be implemented in oral medicine educational environments contributing to improve the competence of future dental surgeons. Objective: To evaluate the influence of a virtual learning object (VLO) in the theoretical knowledge and diagnostic capacity of oral ulcerative lesions of undergraduate dentistry students. Methods: A randomized controlled trial was performed with 35 undergraduate students during the last semesters divided into 2 groups: control (n = 19) and VLO (n = 16) groups. The control group attended a conventional theoretical class and the VLO group was exposed to a virtual environment. The students’ learning performance was tested by using a multiple-choice pre/pre questionnaire that covered the knowledge and understanding of ulcerative lesions. In addition, all students answered a clinical case simulation quiz. The VLO group answered a specific evaluation questionnaire with a reduced version of the learning object review instrument. Results: In the pre/post questionnaire and clinical case quiz, the VLO group showed better results than the control group (P = .011 and P = .013 respectively). In addition, 80% of the students recommend using the VLO and 93% reported that they were willing to use other VLO. Conclusion: VLO is a tool that can be implemented in oral medicine educational environments contributing to improve the competence of future dental surgeons.

Estudio comparativo entre la metodología convencional y un Objeto Virtual de Aprendizaje en estudiantes de décimo de una institución de Pasto, Nariño

La investigación enfocó su objetivo principal hacia la efectividad de la aplicación entre la metodología convencional y un objeto virtual de aprendizaje con relación al tema ‘Reacciones químicas’ en los estudiantes del grado décimo de la Institución Educativa Municipal Antonio Nariño del municipio de San Juan de Pasto. La investigación se realizó desde el paradigma cuantitativo con un enfoque empírico analítico. El tipo de investigación aplicado correspondió a un estudio descriptivo comparativo. La población estuvo integrada por docentes y estudiantes del área de Química de grado décimo de educación media. Los resultados obtenidos evidenciaron que, a partir del pre-test y post-test aplicados tanto al grupo experimental como al grupo de control, el aprendizaje fue más efectivo con la aplicación del OVA, puesto que, al ser un medio dinámico de aprendizaje, los resultados mejoraron notoriamente. Se concluyó que la interacción con el objeto virtual y las actividades que promueven la autonomía en el aprendizaje, garantizan un proceso más dinámico que motiva al estudiante a conseguir los objetivos educativos.

Construction of hypermedia for prevention of bloodstream infection.

To describe the process of construction and assessment of the content of a Virtual Learning Object on preventing bloodstream infections associated with infusion therapy. Methodological study carried out in three stages: elaborating the technical, scientific content; assessing theoretical content; and constructing the Virtual Learning Object. We produced the theoretical content of the Virtual Learning Object. Such content obtained an 85% agreement in assessment, which was adequate. The final product comprised 39 content screens, which integrate the main recommendations and contain images, hypertexts, videos, case studies, and quiz, through an exclusive platform. This study made it possible to portray the method for constructing and assessing the content of a Virtual Learning Object, enabling am easy application to health professionals, aiming at guiding them to quality care.