Learning objects are interactive web-based tools that support the learning of specific concepts by enhancing, amplifying, and/or guiding the cognitive processes of learners. Research on the impact, effectiveness, and usefulness of learning objects is limited, partially because comprehensive, theoretically based, reliable, and valid evaluation tools are scarce, particularly in the K-12 environment. The purpose of the following study was to investigate a Learning Object Evaluation Scale for Students (LOES-S) based on three key constructs gleaned from 10 years of learning object research: learning, quality or instructional design, and engagement. Tested on over 1100 middle and secondary school students, the data generated using the LOES-S showed acceptable internal reliability, face validity, construct validity, convergent validity and predictive validity.
Over the past 8 to 10 years, web-based learning tools (WBLT s), also known as learning objects, have been evaluated and received positively by higher education students. However, little research has been done examining teachers perceptions of these tools, particularly in middle and secondary school environments. The purpose of the current study was to analyse teacher perceptions of the use of WBLT in middle and secondary school classrooms. Data collected from the Learning Object Scale for Teachers (LOES-T) showed moderate to good reliability and demonstrated construct and convergent validity. Overall, most teachers rated WBLT s as easy-to-use and engaging for students. They also reported that WBLT s promoted successful learning. A number of teachers noted that significant time was spent searching for appropriate WBLT s and preparing lessons. T echnological problems related to WBLT s were not reported often and focussed mostly on Internet speed. The main suggestion offered by teachers was to be prepared to spend time selecting, testing, and preparing the materials in order to ensure successful use of WBLT s.Keywords: evaluate, assess, usability, scale, secondary school, WBLT s, web-based learning tools Literature ReviewIn the past 10 years, a concerted effort has been made to increase the presence of technology in K-12 classrooms. Many countries report average student-to-computer ratios at about 5 to 1 and Internet access in schools above 90% (Compton & Harwood, 2003;McRobbie, Ginns, & Stein, 2000;Plante & Beattie, 2004; US Department of Education, National Center for Education Statistics, 2002). However, a number of researchers have argued that the mass infusion of technology in the classroom has had a minor or negative impact on student learning (e.g., Cuban, 2001; Roberston, 2003;Russell, Bebell, O'Dwyer, & O'Connor, 2003;Waxman, Connell, & Gray, 2002). Part of the problem stems from a considerable list of barriers that a number of teachers face, even when computers are available. These barriers include a lack of time (Eifler, Greene, & Carroll, 2001; Wepner, Ziomek, & T ao, 2003), limited technological skill (Eifler et al., 2001;Strudler, Archambault, Bendixen, Anderson, & Weiss, 2003;Thompson, Schmidt, & Davis, 2003), fear of technology (Bullock, 2004;Doering, Hughes, & Huffman, 2003), and a clear lack of understanding about how to integrate technology into teaching (Cuban, 2001). In addition, it is unclear how student-to-computer ratios translate intoMaterial published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. P ermission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on...
<span>While discussion of the criteria needed to assess learning objects has been extensive, a formal, systematic model for evaluation has yet to be thoroughly tested. The purpose of the following study was to develop and assess a multi-component model for evaluating learning objects. The Learning Object Evaluation Metric (LOEM) was developed from a detailed list of criteria gathered from a comprehensive review of the literature. A sample of 1113 middle and secondary students, 33 teachers, and 44 learning objects was used to test this model. A principal components analysis revealed four distinct constructs: interactivity, design, engagement, and usability. These four constructs showed acceptable internal and inter-rater reliability. They also correlated significantly with student and teacher perceptions of learning, quality, and engagement. Finally, all four constructs were significantly and positively correlated with student learning performance. It is reasonable to conclude that the LOEM is reliable, valid, and effective approach to evaluating the effectiveness of learning objects in middle and secondary schools.</span>
Research on the impact of learning objects in secondary school mathematics classes is limited. To date, only two investigations have been reported in this area. The current study presents a comprehensive analysis of the use and effect of learning objects in secondary school mathematics classrooms. T eacher and student attitudes, as well as student performance, were used to assess the impact of learning objects for 298 students and 11 teachers in 20 different classrooms. T eacher attitudes were positive with respect to quality, engagement, and learning value of learning objects. Student attitudes, on the other hand, varied markedly. Overall, student performance increased significantly after using learning objects, although gains observed were small and highly variable. Student performance was significantly related to the intended purpose of a lesson and teaching strategy selected. Planning time, using learning objects for review or to introduce new concepts, and supplying guided handouts improved student performance. It is reasonable to conclude that mathematics-based learning objects are viable teaching tools when used with the appropriate goals and strategies.
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