THE USE OF THE VIRTUAL LEARNING OBJECT AS A DIDACTIC TOOL FOR READING COMPREHENSION IN PRIMARY SCHOOL

Abstract

This article examines the pedagogical mediation of a Virtual Learning Object (VLO) as a valuable teaching tool for strengthening reading comprehension skills in primary education in rural contexts.  Using a qualitative approach and following the phases of action research (action plan, action, observation, and reflection), the general objective was achieved, which focused on determining how the mediation of a virtual learning object strengthens reading comprehension processes in students in multigrade classrooms in a rural educational institution. Consequently, in the action plan phase, a diagnosis and instructional script for the VLO were designed. Subsequently, in the action and observation phases, the training experience was developed and, at the same time, the participant observation technique was applied and the data was recorded in a field diary. Finally, in the reflection phase, the benefits evidenced in the reading comprehension processes mediated by the VLO were identified through an interview and exit assessment. The VLO enabled autonomous learning, and the audiovisual resources allowed readers to self-regulate at each stage of reading. Likewise, it was found that automatic feedback for each activity was essential for identifying opportunities for improvement.  It is concluded that the meaningful mediation of a VLO begins with the planning and definition of objectives, content, activities, and evaluation, which reaffirms the pedagogical, didactic, and technological value in the design of a digital educational resource.