Objeto Virtual de Aprendizaje (OVA) como estrategia didáctica para fortalecer la coherencia textual en estudiantes de educación media de la Institución Educativa Técnico Nacionalizado de Pauna, Boyacá.

Abstract

Through a diagnostic study, the difficulties presented in the written productions of tenth-grade students in upper secondary education at the Colegio Nacionalizado de Pauna, located in the department of Boyacá, were identified. In particular, a lack of logical structure in the presentation of ideas and the absence of textual relationships that would provide meaning were noted. This textual incoherence hindered message comprehension, generating confusing, disconnected, ambiguous, and contradictory texts, which affected their communicative intent. Consequently, the written messages lacked a clear and precise overall meaning. In view of this situation, the need to implement an instructional intervention strategy that leveraged technological and communicational resources particularly those available in virtual environments due to their didactic and innovative potential was identified. Based on the foregoing, this document proposed an initiative aimed at the creation of a Virtual Learning Object (VLO), whose main objective was to strengthen the proper use of written language, with emphasis on textual coherence, among students. From a methodological standpoint, the proposal was framed within a mixed-method approach, with a descriptive and applied research design. For data collection, quantitative techniques such as surveys, pre-tests, and post-tests were employed, complemented by semi-structured interviews as a qualitative technique, in order to obtain a comprehensive understanding of the phenomenon under study.