Growing interest in learning objects (LOs) as a means of developing learning materials is leading to mainline LO evaluation methodologies using review instruments, such as evaluation rubrics, to suit various practical purposes. Such evaluation tools give evidence about the design and the value of the LOs, and studies performed with actual users can provide data against which these expectations of the effects of LOs on student achievements in practice can be set. This study presents a validation of a learning object review instrument (LORI) with student users (n=507) of twenty-four LOs used in K-12 environments. T he data collected through pre-and post-tests, teachers' and students' usability questionnaires, and the LORI revealed some interactions between those variables. However, the LORI ratings, and the usability assessments did not correlate with the learning gains of students. Some implications of these findings are discussed.Keywords: Learning objects, learning outcome, LORI, validation. IntroductionTo meet diverse learning needs and to improve student learning, a variety of resources, often including digital media, are developed where the combination of the media and methods of use change with context and try to take account of student differences. New technologies have emerged to assist these objectives, and one method of designing and presenting computer based educational materials is that of learning objects (LOs), usually defined as any digital resource that can be reused to support learning (Wiley, 2000). Examples of such digital resources that can be employed within instructional materials include images or photos, live data feeds, live or prerecorded video or audio snippets, text, animations, and web-delivered applications such as a Java applet, a blog, or a web page combining text, images and other media. Thus LO approaches can be wide-ranging and offer new possibilities to access and reuse online materials (Wiley, 2005).Online repositories storing large numbers of LOs, which different user groups (e.g. teachers, instructional designers, material producers, and learners) can access and employ in various contexts according to their needs, can, in principle, bring economy and variety into the educational process (Nurmi & Jaakkola, 2006a). However, although LOs can provide stimulating opportunities to improve educational practices, to extendMaterial 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 a server or to redistribute to lists requires specific permission and payment of a fee. Contact 0HPublish...
This study investigated different modalities of videos in a flipped classroom for English writing classes in an intensive English program at a state university in Turkey. This quasi-experimental study was conducted with six experimental groups (n= 109) and one control group (n = 18). The dataset included the participants' scores of an essay pretest and two posttests, namely, recall and essay posttests. The data analysis showed that the experimental group viewing the video lecture which includes simultaneous presentation of animation and on-screen text followed by a narration in a user-paced environment outperformed the control group on the recall posttest. The groups studying the video lecture including animation with simultaneous narration and sequential on-screen text in a whole presentation and in a part-by-part presentation outperformed the control group on the essay writing posttest. In the whole presentation, participants studied all the parts of a video in a system-paced design and answered the related questions whereas participants studied each part of a video and answered the related questions in a part-by-part presentation. The paper provides a discussion and a set of recommendations on how to design flipped classrooms.
As computers become more prominent in classroom instruction their modes of use are extending, for example as surrogate teachers in tutoring or as curriculum enrichment in simulation applications where students are more investigative in their learning methods. However, within the classroom such programs often have effects and are used in ways that were not always anticipated by their designers. This argues for computer assisted learning (CAL) environments in which the software is interactive but is able to adapt to different styles of learning and teaching. This paper argues for and describes the design principles of such environments, taking as illustration an application in the fraction domain. Following its implementation, initial evaluation data taken from school-children showed marked performance improvements, and indicated how design features of the system (FRACTIONLAB) contributed to their understanding.
Teaching programming and creating games have attracted much attention over the years, mostly the attention of curriculum developers and teachers. This study designed and developed a video game-based intervention, then investigated the effects of this intervention on middle school students' learning of probability concepts. In the study, the students learned and used Scratch as a game programming tool. Initially, they received hands-on learning activities on how to use Scratch, and then developed video games based on scenarios authored by the researchers. The study collected quantitative as well as qualitative data using two different measurement tools: probability achievement test and student project assessment rubric, respectively. The data revealed that students were able to learn and use Scratch and develop probability-related and probability-based algorithms that generate random results successfully. The effect of Scratch intervention on students' learning of probability was statistically significant. Findings were discussed in relation to similar studies reported in the literature. Finally, the study raised a set of further research questions in the Conclusion section.
Teachers use variety of media to support students' learning. Though there are many new tools and settlements in learning technologies and their specifications, there has been a fierce debate over learning objects and their development. This research aimed to examine the effect of preservice teachers' experience in information and communication technology (ICT) use on their learning object development through (1) inspecting type, number and organization of their learning object (LO) components authored in a non-commercial system, (2) evaluating quality of their learning objects using the Learning Object Review Instrument (Nesbitt & Li, 2004), and (3) studying relationship between the components, quality and subject matter of their LOs. Seventysix pre-service teachers were asked to design and develop LOs in a non-commercial learning content development system. Analysis of their learning objects and a usability test data showed that the participants found the system easy to use in general. Novice and experienced information technology users were able to develop learning objects similar in size and features. The analysis showed meaningful correlation between the use of some of the learning object components. There seems to be significant relations between the quality of the LOs measured with the LORI items and some elements of the developed LOs, however, the novice and experienced groups' LOs did differ neither in overall ratings nor at nine individual items of the LORI. The study suggested some further work for developing quality LOs through collaborative learning resource authoring.Keywords: Learning object, pre-service teachers, Learning object authoring, instructional assets, learning content management system IntroductionTeachers play an important role in determining what and how students learn throughout their activities both in conventional and technology rich learning environments. Teachers are responsible for monitoring the flow of each student's activities, playing a meta-cognitive function for the students by probing their knowledge and reasoning, monitoring participation and student engagement. Student activities must be rich and needs based so that teachers make their educational diagnosis and intervention accordingly. As student needs vary and those needs may be fulfilled with different task regimes, it would be functional for teachers to have access to a large activity pool which is constructed and enriched by teachers. E-learning systems replace the teacher to the center for learning, the teacher's role shifts fromMaterial published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission 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 cr...
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