Transdisciplinary Virtual Learning Objects, as an Alternative to the Problematic Teaching and Learning of Physics in the Virtual Modality DOI:

Abstract

The inclusion of virtual teaching in universities is an unavoidable fact, which requires research support capable of confirming quality academic offerings that respond to the requirements of today's world, the expectations of society in general and of students. At the Technological Institute of Santo Domingo (INTEC), from a course of Virtual Mechanical Physics, research was carried out for a period of more than two years to identify the Obstacles linked to learning virtual physics from the perspective of the direct actors involved in the problem (students and teachers). The design was quasi-experimental, data collection was performed with a standardized examination for both pre and posttest, as well as the data collection instruments carried out for this study, which were validated through consultation with experts and application of pilot tests. The results obtained by the students in the virtual modality were compared with those previously obtained by the students who received the subject in person. The analysis criteria will consider the profile of the users of the virtual course, performance according to the grade obtained, course structure, opinions on perceived benefits, difficulties and changes that may improve future versions. It was concluded that the face-to-face and virtual modalities of the Physics course are essentially similar; Despite this, there is a certain preference for face-to-face teaching. All of which was derived in the proposal to build transdisciplinary Virtual Learning Objects (OVAt) as a possible solution to the deficiencies found.