This survey research study examined teachers’ and students’ 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’ and students’ 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’, 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.
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Cano et al. (2025) studied this question.
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