Virtual Learning Object Research Articles

Hand hygiene virtual learning object for people with hearing impairment

Hand hygiene virtual learning object for people with hearing impairment

Mobile-based Interventions in Nursing Education among Undergraduate Nursing Students: An Analysis

There is an enormous pressure for nursing education institution to become more dynamic to engage in fast-growing educational technology into the curriculum. This study discussed the literature on the implementation of mobile learning intervention in undergraduate nursing education mainly targeting learning outcomes and understanding the features and elements of mobile technology that lead to the success and failure of the interventions. Four main online databases searched; there were Ovid, Scopus, CINAHL and ProQuest. Citation tracking and scrutiny of reference lists were also undertaken in the search for additional papers. We included twelve papers reporting on mobile-based intervention with nursing learning activities. Seven out of twelve reported the employment of quasi-experimental pre-posttest, meanwhile four used randomized-controlled trial, and one experimental pre-posttest. Eight studies were from South Korea, two were from Taiwan, and one was from Finland and Brazil. Four implemented video-based, while the other three were virtual learning object, auditory-based content and communication-based intervention. Among the advantages of mobile technology addressed were easy access and promote learning feedback, which has subsequently resulted in improved retention of knowledge, skill performance, satisfaction and self-efficacy. Meanwhile, the disadvantages were lack of user satisfaction among video-based intervention studies and low skill practice score in auditory- and social network- based intervention studies. In summary, there were no single study claimed that their study as effective for clinical skill learning since the outcomes were unclear, but there is still room for improvement with better intervention design.

Virtual learning object in hematopoietic stem cell transplantation for autoimmune diseases.

describe the development of a virtual learning object to provide information about autologous transplantation of hematopoietic stem cells to autoimmune diseases. methodological study of a website development, using the instructional design model that includes Analysis, Design, Development and Implementation. the virtual object, available at http://www.transplantardai.com.br, was developed in a web platform, in the Hypertext Markup Language, using the software WebAcappella - Responsive Website Creator (Intuisphere, France 2016). The content was structured in the modules: History, Transplant, Autoimmune Diseases, Links, Guidelines, Speech Team and Doubts. The icons and menus were created in order to attract the user, facilitating the search for information and allowing maximum use of the resources available on the website. the methodology used allowed the development of the virtual learning object, which can be used as a tool to guide and disseminate knowledge about this treatment.

Virtual Learning Object (VLO) to Promote Reading Strategies in an English for Specific Purposes Environment

This study describes the influence of a Virtual Learning Object in the promotion of reading strategies in a class of English for Specific Purposes for the majors of Social Communication and Journalism at a private institution of higher education in Bogota, Colombia. Students’ failure to meet the school standards led to the design and implementation of a virtual tool to support academic achievement. Data came from a sample of 15 students’ reading cycle reports, self-assessment of progress, questionnaires, and interviews. Results suggest that the developed VLO did promote the participants’ appropriation of reading strategies proposed in the design of the course. The process with the VLO not only prompted higher reading comprehension, but also facilitated and enriched learning experiences.

Satisfação e usabilidade de uma tecnologia de informação e comunicação no ensino de enfermagem: um estudo piloto

Background: The literature suggests that interactive educational tools can improve the teaching-learning process. Objective: To evaluate the usability and satisfaction capability of a technological platform, designed for nursing students, used as a support tool to learn the procedures related to patient positioning. Methodology: A study with 2 cross-reference evaluation moments was conducted. One hundred and twenty-two students enrolled in the 1st semester curricular unit of the Undergraduate Degree in Nursing, answered a questionnaire, for the assessment of the satisfaction level regarding the currently used model (with no access to the platform). Seventy-eight students enrolled in the second semester had access to the educational platform and gave their opinion on the efficacy, relevance, and responsiveness of the platform. Results: The students considered the tool useful. The overall evaluation had a mean of 8.01 (on a 0-10 scale). Conclusion: The correct use of the virtual learning object proves to be useful for the teaching-learning process, contributing to better learning and indirectly to the excellence of nursing care

Development of a virtual simulation game on basic life support.

To validate the content of a virtual learning object in the format of a Role Playing Game - educational simulation game about basic life support, aimed at academics and health professionals. Methodological, construction and validation study with qualitative data approach on the content of a virtual learning object, conducted between August and September 2016. The game was developed in 13 screens, of which nine presented contents of basic life support, and the others presented general guidelines for progress in the game. The five suggestions of the experts were accepted by the researchers, and were mostly related to organization, clarity and vocabulary. No item was considered inappropriate by the judges, and the game had a mean content validity index of 0.96 and a Kappa value of 0.92. In the Likert scale evaluation, the game was considered in all analyzes as an excellent content for a virtual learning object. This learning technology is expected to support teaching of basic life support techniques for academics and health professionals, and to stimulate the development of similar teaching strategies in other scenarios, in order to bring advancements to the design of health training processes.

Construction and validation of a virtual learning object for the teaching of peripheral venous vascular semiology

Abstract Objective: To construct and evaluate the SEMIOVAPE - a Virtual Learning Object for teaching of peripheral venous vascular semiology - based on ergonomic, pedagogical and usability criteria. Method: Methodological study, whose participants were experts in Nursing, Computer Science and Nurse undergraduate student. For the construction and validation of the Object, six steps were followed: educational design; computational modeling; environment implementation; ergonomic, pedagogical, and usability evaluation. Results: The Object was built having the characteristic of valuing student's autonomy and approached contents of anatomy and physiology, clinical reasoning and clinical examination. Concerning the ergonomic and pedagogical evaluations, the Object obtained high acceptance rates (66.70% and 70.12%, respectively), as for usability, all participants considered it very useful and were certainly satisfied (95%). Conclusions and implications: The Object is suitable to be used as an alternative source of teaching peripheral venous semiology.

Robot as Virtual Learning Object

Nowadays it is notorious that technology is part of our life, and it is being drastically evolving along the years. New forms of audiovisual medias are constantly being develop, nevertheless teaching methods still reaming the same as the ones that were approached before the advances of technology. These new technologies could transform the way we teach by creating interactive platforms in practical disciplines offered in technical and engineering courses that would not only improve the quality of teaching but also would enhance students learning process and reduce costs of laboratories. In this context, this work aims to present an alternative resource in the area, a virtual learning object and virtual laboratory with remote access that increases quality of classes by creating an immersive experience that is close to reality, and allows students to actually interact and test the knowledge acquired. The main goal was to provide remote access to the automation laboratory and to safely execute practical experiments. To being with, an environment consisting of a 3D model of the ARM-7220-4 robot arm was developed, containing the majority of the robot movement functions as well as mechanical, geometric and kinematic of the real robot arm, and granting its access through Moodle platform to students of CEFET-MG – Campus Leopoldina. The hardware, are composed by a real robot ARM-7220-4 that is connect to the virtual tool, and responds to the commands sent by the student through the virtual environment, and a camera is also connected, allowing the real-time monitoring of the physical laboratory. To evaluate the work, a teaching practice was proposed, consisting on movement of the robotic arm through tasks on order to validate the knowledge acquired through bibliographic didact sources, addressing theoretical aspects. Final results of the experiments with students from the campus that have tested the complete system showed that the learning object is a promising resource for distance learning courses.

Metodología de la indagación aplicada a la enseñanza del diseño de intercambiadores de calor tipo Coraza-Tubo usando un OVA

Los intercambiadores de calor son comúnmente usados en diversos procesos térmicos en la industria colombiana, el estudiante de ingeniería mecánica, aprende los conceptos básicos de estos dispositivos, en la asignatura de transferencia de calor. Por tal razón, los autores del presente estudio propusieron un nuevo método de enseñanza-aprendizaje, basado en tres conceptos, la metodología de la indagación, el diseño térmico de intercambiadores de calor tipo coraza-tubos y la aplicación de un objeto virtual de aprendizaje. El objetivo de este nuevo método, fue que el estudiante adquiera un rol activo en su formación y el profesor sea una guía en dicho proceso. En la primera parte del artículo, se definió la nueva metodología propuesta; luego se explicó los tres productos obtenidos, a saber, dos guías de enseñanza, una para el estudiante y otra para el profesor, y un programa de diseño de intercambiadores. En la sección de discusión, se explicó la importancia de la nueva metodología y de la herramienta computacional.

Validation of virtual learning object to support the teaching of nursing care systematization.

to describe the content validation process of a Virtual Learning Object to support the teaching of nursing care systematization to nursing professionals. methodological study, with quantitative approach, developed according to the methodological reference of Pasquali's psychometry and conducted from March to July 2016, from two-stage Delphi procedure. in the Delphi 1 stage, eight judges evaluated the Virtual Object; in Delphi 2 stage, seven judges evaluated it. The seven screens of the Virtual Object were analyzed as to the suitability of its contents. The Virtual Learning Object to support the teaching of nursing care systematization was considered valid in its content, with a Total Content Validity Coefficient of 0.96. it is expected that the Virtual Object can support the teaching of nursing care systematization in light of appropriate and effective pedagogical approaches.

Virtual learning object and environment: a concept analysis.

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.

Atlas interactivo de neuroimágenes y correlación clínico-imagenológica en ataque cerebrovascular agudo: recurso digital educativo

IntroductionDigital educational resources are increasingly being used by educational institutions and students. The complete process is presented for producing a virtual learning object (OVA). ObjectiveTo prepare and implement an interactive atlas of neuroimaging with clinical correlation in acute ischaemic cerebrovascular disease. MethodologyThe project was carried out in three phases, the first of which was the analysis and instructional design of the syllabus. The second and third phase included a literature search and review of clinical cases, followed by the entering of the OVA in the institutional platform. The images come from the San Jose Hospital Magnetic Resonance Unit, using a Siemens Aera resonator with MicroDicom software in PNG resolution. ResultsThe OVA was published in the institutional repository of OVAS for use by medical students, general practitioners, and first year residents of neurology and other specialties of the University Health Sciences Foundation. ConclusionsOVA is a useful tool in student training. Research in this area should be encouraged so that new generations can make more inroads into this field of learning.

Persuasive technology in teaching acute pain assessment in nursing: Results in learning based on pre and post-testing

BackgroundThousands of patients seek health services every day with complaints of pain. However, adequate pain assessment is still flawed, a fact that is partly related to gaps in professional learning on this topic. Innovative strategies such as the use of a virtual learning object mediated by persuasive technology in the learning of undergraduate nursing students can help to fill these gaps and to provide different ways of learning to learn. ObjectiveTo evaluate the results in learning among undergraduate nursing students about assessment of acute pain in adults and newborns, before and after an online educational intervention. DesignThis is a quasi-experimental, non-equivalent study using pre-and post-testing. SettingFederal University of Santa Catarina, Brazil. Participants75 undergraduate nursing students. MethodsOur study was conducted in three steps (pre-test, education intervention, post-test). Data were collected from November 2013 to February 2014. The educational intervention was performed using online access to virtual learning object about acute pain assessment, which students accessed on their mobile devices. ConclusionA significant difference was seen in student learning (p<0.001) in the post-test compared with the pre-test results. The students understood the importance of the topic, and were satisfied and motivated by the technology and method applied. The use of persuasive technology such as small mobile devices as mediators of online educational interventions broadens learning spaces in an innovative, flexible, motivational, and promising manner.

Guía para el diseño de objetos virtuales de aprendizaje (OVA). Aplicación al proceso enseñanza-aprendizaje del área bajo la curva de cálculo integral

Este artículo presenta una guía para el diseño de objetos virtuales de aprendizaje (OVA), para orientar a los profesores en la implementación de estrategias didácticas que mejoren el proceso enseñanza-aprendizaje, apoyados en las tecnologías de la información y las comunicaciones (TIC). Se diseña a partir de la conceptualización de lo que es un objeto virtual de aprendizaje (OVA) y sus características, se determinan sus componentes y las etapas para su construcción, enmarcadas en la dimensión pedagógica y los componentes de contenido y tecnológico. Se presenta un ejemplo de aplicación al diseño de un OVA en cálculo integral, específicamente, para estudiar el concepto de área bajo la curva, en el entorno virtual de aprendizaje Moodle, en donde se evidenció que efectivamente la guía facilitó a los profesores la creación del OVA, pues, ordenó secuencialmente el proceso para la configuración de su contenido, de las actividades de aprendizaje y de la estrategia pedagógica; a los estudiantes les posibilitó su aprendizaje.

Construction and validation of a virtual learning object on intestinal elimination stoma.

To construct and validate a virtual learning object (VLO) on intestinal elimination stoma. Applied, descriptive and quantitative study. In 2014, eight stoma therapists and eight experts in computer science took part of the research. The VLO included four steps: i) planning, ii) construction of VLO and changes of content; iii) development of dynamic, and iv) conclusion and analysis. The VLO was inserted into the Moodle virtual learning environment. The ergonomic and pedagogical validation of the VLO was performed. The experts appreciated the VLO satisfactorily, and scored it between good and full agreement. The VLO on intestinal elimination stoma is a tool that can be implemented at undergraduate programs in nursing and continuing education programs for nurses in clinical practice, contributing significantly to improve the theoretical skills necessary for the care of ostomized people safely, with quality and enabling self-care.

Developing and assessing a virtual learning object with virtual simulation on zinc phosphate cement

This study aimed to develop and assess a virtual learning object (VLO) on the subject of “luting agents”, focusing especially on zinc phosphate cement (ZPC). The methodology and the necessary tools to develop the VLO are described. Dental students (n=29) used this object for 15 days and completed a questionnaire in which they assessed it by using a 4-point scale. Developing the object allowed a virtual simulation of the manipulation of ZPC. The object received positive ratings from the students (4 points, 65.78%; 3 points, 14.85%). The software of choice enabled the combination of all media into one single VLO, which was widely accepted among dental students.

The influence of a learning object with virtual simulation for dentistry: A randomized controlled trial

ObjectiveThe study aimed to evaluate the influence of virtual learning object (VLO) in the theoretical knowledge and skill practice of undergraduate dentistry students as it relates to zinc phosphate cement (ZPC). MethodsOnly students enrolled in the dentistry course the course were included in the trial. Forty-six students received a live class regarding ZPC and were randomized by electronic sorting into the following 4 groups: VLO Immediate (GIVLOn=9), VLO longitudinal (GLVLOn=15) and two control groups without VLO (GICn=9 and GLCn=13). The immediate groups had access to VLO or a book for 20min before the ability assessment, whereas the longitudinal groups had access to VLO or a book for 15 days. ResultsA pre- and posttest on theoretical knowledge and two laboratory skill tests, evaluated by blinded examiners, were performed regarding zinc phosphate cement manipulation in all groups. The students who used the VLO obtained better results in all the tests performed than the control students. The theoretical posttest showed a significant difference between the longitudinal groups, GLC (6.0±1.15) and GLVLO (7.33±1.43). The lower film thickness presented with a significant difference in the VLO groups: (GIC 25±9.3) and GIVLO (16.24±5.17); GLC (50±27.08) and GLVLO (22.5±9.65). The higher setting time occurred in the VLO groups, and the immediate group showed a significant difference (GIC 896±218.90) and GIVLO (1138.5±177.95). ConclusionsThe ZPC manipulated by the students who used the VLO had better mechanical properties in the laboratory tests. Therefore, the groups that used the VLO had clinical handling skills superior to its controls and greater retention of knowledge after 15 days.

Mobile Virtual Learning Object for the Assessment of Acute Pain as a Learning Tool to Assess Acute Pain in Nursing: An Analysis of the Mental Workload.

BackgroundThe inclusion of new technologies in education has motivated the development of studies on mental workload. These technologies are now being used in the teaching and learning process. The analysis enables identification of factors intervening in this workload as well as planning of overload prevention for educational activities using these technologies.ObjectiveTo analyze the mental workload of an educational intervention with the Mobile Virtual Learning Object for the Assessment of Acute Pain in adults and newborns, according to the NASA Task Load Index criteria.MethodsA methodological study with data collected from 5 nurses and 75 students, from November of 2013 to February of 2014.ResultsThe highest students’ and specialists’ means were in the dimensions of “Mental demand” (57.20 ± 22.27; 51 ± 29.45) and “Performance” (58.47 ± 24.19; 73 ± 28.85). The specialists’ mental workload index was higher (50.20 ± 7.28) when compared with students’ (47.87 ± 16.85) on a scale from 0 to 100 (P=.557).ConclusionsThe instrument allowed for the assessment of mental workload after an online educational intervention with a mobile learning virtual object. An excessive overload was not identified among participants. Assessing mental workload from the use of educational technologies at the end of a task is a key to their applicability, with the aim of providing a more effective, stimulating, and long-lasting experience of the learning process.

Evaluation of a virtual learning object on diagnostic reasoning: a descriptive study

Aim: To describe the evaluation of a virtual learning object (VLO) developed to mediate the teaching of diagnostic reasoning in nursing and to be applied to the integumentary system by students of an undergraduate degree in nursing. Methods: Descriptive study, of the methodological applied research type in production technology, developed with 21 nursing students from a public university of Piaui in September and October 2014. A questionnaire using Likert scale was applied and analyzed by means of descriptive statistics. Results: The evaluation of the students was favorable when judging that the virtual learning object helped in computer use skills (20), provided autonomy (19), motivation (21) and pleasure (20) during learning. It also featured an easily to understand language (20) and useful and relevant review activities and bibliography. Conclusion: The virtual learning object proved to be potentially effective to support the teaching of diagnostic reasoning during the evaluation of the integumentary system .

Teacher education for inclusion: Can a virtual learning object help?

Inclusive education has occupied a central role in educational planning especially over the last two decades of the 20th century. This article presents an evaluation of the virtual learning object (LO) Incluir—a digital resource designed to support learning. It was created to work as a complementary tool for teacher education that aimed at promoting reflection on inclusion and resignification of teachers' practice. We present some aspects of inclusive education in Brazil and our perspective on teacher education for inclusion. Then we explore the learning object, the pedagogical framework that guided its conception, and the survey that we conducted designed to evaluate the object in its technical and pedagogical aspects. A total of 163 participants answered a questionnaire comprised of 20 closed questions and 3 open-ended questions. Simple descriptive statistics allowed us to determine that participants rated the object very positively. Thematic content analysis was used to organize the qualitative data of the two open-ended questions in three analytical categories. Simple quantification and description was used to analyze the third open-ended question. We concluded that the LO is a valuable complementary resource that contributes to teacher education for inclusion.