<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-3432</journal-id>
<journal-title><![CDATA[Íkala, Revista de Lenguaje y Cultura]]></journal-title>
<abbrev-journal-title><![CDATA[Íkala]]></abbrev-journal-title>
<issn>0123-3432</issn>
<publisher>
<publisher-name><![CDATA[Escuela de Idiomas, Universidad de Antioquia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-34322025000200005</article-id>
<article-id pub-id-type="doi">10.17533/udea.ikala.358271</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Virtual Learning Objects in Online English Programs: Addressing Teacher-Centric Orientation and Student Engagement]]></article-title>
<article-title xml:lang="es"><![CDATA[Objetos virtuales de aprendizaje en programas de inglés en línea: abordaje de la orientación centrada en el docente y la participación estudiantil]]></article-title>
<article-title xml:lang="fr"><![CDATA[Objets d&#8217;apprentissage numeriques dans des programmes d&#8217;anglais en ligne : une exploration de l&#8217;orientation centree sur l&#8217;enseignant et l&#8217;engagement des etudiants]]></article-title>
<article-title xml:lang="pt"><![CDATA[Objetos virtuais de aprendizagem em programas de inglês on-line: uma abordagem da orientação centrada no professor e do envolvimento dos estudantes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tamayo-Cano]]></surname>
<given-names><![CDATA[Luis Hernando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pineda-Hoyos]]></surname>
<given-names><![CDATA[Jorge Eduardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Riascos-Gómez]]></surname>
<given-names><![CDATA[Andrés Felipe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Antioquia  ]]></institution>
<addr-line><![CDATA[Medellín ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Antioquia  ]]></institution>
<addr-line><![CDATA[Medellín ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Antioquia  ]]></institution>
<addr-line><![CDATA[Medellín ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2025</year>
</pub-date>
<volume>30</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-34322025000200005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-34322025000200005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-34322025000200005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This survey research study examined teachers&#8217; and students&#8217; perceptions of the usefulness, ease of use, and technical quality of virtual learning objects (VLOs) in an online English program at a Colombian public university. Additionally, the study explored teachers&#8217; and students&#8217; attitudes and competence in using those learning objects. Data were collected through a cross-sectional survey based on the technology acceptance model administered to 63 teachers and 290 students from an online intermediate English program at a Colombian public university. Descriptive statistics were used to calculate means and standard deviations in order to analyze data. Results suggested a disparity between teacher and student perceptions about these resources, with teachers expressing more positive views in contrast with students&#8217;, which led to conclude that these are strongly oriented towards teachers and teaching. Gamification elements were recommended to enhance student engagement. Additionally, the study suggests that VLOs effectively encourage teaching presence in online environments. This study provides insights for instructional designers in developing effective VLOs.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente estudio de investigación por encuesta analizó las percepciones de docentes y estudiantes sobre la utilidad, la facilidad de uso y la calidad técnica de los objetos virtuales de aprendizaje (OVA) de un programa de inglés en línea de una universidad pública colombiana. Además, el estudio exploró las actitudes y la competencia de docentes y estudiantes para usar dichos objetos de aprendizaje. Los datos se recolectaron mediante una encuesta transversal basada en el modelo de aceptación tecnológica administrada a 63 docentes y 290 estudiantes de un programa virtual de inglés de nivel intermedio en una universidad pública colombiana. Se usó estadística descriptiva para calcular las medias y desviaciones estándar con el fin de analizar los datos. Los resultados indican una disparidad entre las percepciones de los docentes y los estudiantes frente a estos recursos, donde las opiniones más positivas de los docentes contrastan con las opiniones de los estudiantes. Esto lleva a la conclusión de que los objetos virtuales están más orientados a los docentes y a la enseñanza. Se recomendaron elementos de ludificación para aumentar el interés de los estudiantes. Además, el estudio indica que los OVA logran promover la presencia del docente en entornos digitales. El estudio ofrece perspectivas para diseñadores pedagógicos en el desarrollo de OVA efectivos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Resume Cette étude par sondage a examiné les perceptions des enseignants et des étudiants de l&#8217;utilité, de la facilité d&#8217;utilisation et de la qualité technique des objets d&#8217;apprentissage numériques (OAN) dans un programme d&#8217;anglais en ligne dans une université publique colombienne. En outre, l&#8217;étude a exploré les attitudes et les compétences des enseignants et des étudiants dans l&#8217;utilisation de ces objets d&#8217;apprentissage. Les données ont été collectées par le biais de deux enquêtes transversales fondées sur le modèle d&#8217;acceptation de la technologie et administrée à 63 enseignants et 290 étudiants d&#8217;un programme d&#8217;anglais intermédiaire en ligne dans une université publique colombienne. Des statistiques descriptives ont été utilisées pour calculer les moyennes et les écarts-types afin d&#8217;analyser les données. Les résultats suggèrent une disparité entre les perceptions des enseignants et des étudiants sur ces ressources, les enseignants exprimant des opinions plus positives que les étudiants, ce qui a permis de conclure que ces ressources sont fortement orientées vers les enseignants et l&#8217;enseignement. Des éléments de gamification ont été recommandés pour renforcer l&#8217;engagement des étudiants. En outre, l&#8217;étude suggère que les OAN encouragent efficacement la présence des enseignants dans les environnements en ligne. Cette étude permet aux concepteurs pédagogiques de mieux comprendre le développement d&#8217;OAN efficaces.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A presente pesquisa por questionário examinou as percepções de professores e alunos sobre a utilidade, a facilidade de uso e a qualidade técnica dos objetos virtuais de aprendizagem (OVA) em um programa de inglês on-line em uma universidade pública colombiana. Além disso, o estudo explorou as atitudes e a competência dos professores e alunos no uso desses objetos de aprendizagem. Os dados foram coletados por meio de dois questionários transversais baseados no modelo de aceitação de tecnologia aplicado a 63 professores e 290 alunos de um programa de inglês intermediário on-line em uma universidade pública colombiana. A estatística descritiva foi usada para calcular as médias e os desvios-padrão para analisar os dados. Os resultados sugeriram uma disparidade entre as percepções dos professores e dos alunos sobre esses recursos, com os professores expressando opiniões mais positivas em contraste com as dos alunos, o que levou à conclusão de que os objetos virtuais de aprendizagem estão mais orientados para os professores e para o ensino. Os elementos de gamificação foram recomendados para aumentar o envolvimento dos alunos. Além disso, o estudo sugere que os OVA promovem uma presença do docente em ambientes digitais. Esse estudo oferece insights para designers educacionais no desenvolvimento de OVA eficazes.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[virtual learning objects (VLOs)]]></kwd>
<kwd lng="en"><![CDATA[technology acceptance model (TAM)]]></kwd>
<kwd lng="en"><![CDATA[perceived usefulness]]></kwd>
<kwd lng="en"><![CDATA[ease of use]]></kwd>
<kwd lng="en"><![CDATA[online English teaching]]></kwd>
<kwd lng="en"><![CDATA[computer-assisted language learning]]></kwd>
<kwd lng="es"><![CDATA[objetos virtuales de aprendizaje (OVA)]]></kwd>
<kwd lng="es"><![CDATA[modelo de aceptación tecnológica (TAM)]]></kwd>
<kwd lng="es"><![CDATA[utilidad percibida]]></kwd>
<kwd lng="es"><![CDATA[facilidad de uso]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de inglés en línea]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje de idiomas asistido por computador]]></kwd>
<kwd lng="fr"><![CDATA[objets d&#8217;apprentissage numériques (OAN)]]></kwd>
<kwd lng="fr"><![CDATA[modèle d&#8217;acceptation de la technologie (TAM)]]></kwd>
<kwd lng="fr"><![CDATA[utilité aperçue]]></kwd>
<kwd lng="fr"><![CDATA[facilité d&#8217;utilisation]]></kwd>
<kwd lng="fr"><![CDATA[enseignement d&#8217;anglais en ligne]]></kwd>
<kwd lng="fr"><![CDATA[apprentissage des langues assisté par ordinateur]]></kwd>
<kwd lng="pt"><![CDATA[objetos virtuais de aprendizagem (OVA)]]></kwd>
<kwd lng="pt"><![CDATA[modelo de aceitação de tecnologia (TAM)]]></kwd>
<kwd lng="pt"><![CDATA[utilidade percebida]]></kwd>
<kwd lng="pt"><![CDATA[facilidade de uso]]></kwd>
<kwd lng="pt"><![CDATA[ensino de inglês on-line]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem de línguas mediada por computador]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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