Virtual Learning Objects (OVA) and attention to learning rhythms and styles are indicators, the first linked to challenge and the second as an inclusive alternative for teaching in virtuality. These indicators are favored in the new educational context, since in the midst of the health crisis it was necessary to unlearn andcontinue the teaching-learning process. Evaluating the implementation of the use of OVA by teachers to promote attention to learning rhythms and styles in first-year students is the purpose of this study. With the identification of methodologies, knowledge and mastery of digital tools related to the precision and imprecision of the design of the OVA, the teachers make evident the need for and importance of updating, vague knowledge about the OVA, the homogenization of the classes, moments that will contrast the effectiveness of the OVAs.
