Virtual learning object and environment: a concept analysis

ABSTRACT Objective: To analyze the concept of virtual learning object and environment according to Rodgers' evolutionary perspective. Method: 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. Results: 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. Conclusion: A virtual learning environment includes several and different types of virtual learning objects in a common pedagogical context.

【摘要】研究目的：基于罗杰斯的进化视角，剖析虚拟学习对象（virtual learning object）与虚拟学习环境（virtual learning environment）的概念内涵。研究方法：采用混合研究范式的描述性研究，严格遵循罗杰斯提出的概念分析方法步骤开展。数据收集与分析：数据收集工作于2015年8月完成，检索了巴西高等教育人才培养提升协调署（CAPES）学位论文库中的硕士及博士学位论文；定量数据采用简单描述性统计方法进行分析，概念维度则借助IRAMUTEQ软件开展词汇计量分析。研究结果：本次研究样本共计161项成果，其中99项（占比61.5%）提及虚拟学习环境（virtual learning environment），仅15项（占比9.3%）提及虚拟学习对象（virtual learning object）。研究结论：虚拟学习环境是在统一教学情境下整合多种不同类型虚拟学习对象的整体。