A multi-component model for assessing learning objects: The learning object evaluation metric (LOEM)

Abstract

<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>

Development and Factor Analysis of an Instrument to Measure Preservice Teachers’ Perceptions of Learning Objects

“…A similar study has been carried out by Kay and Knaack (2008), and their principal axis factoring revealed 4 constructs: interactivity, design, engagement, and usability. Francis and Murphy (2008) have carried out a similar study, in which they investigated how instructional designers conceptualize learning objects and their attributes.…”

“…Lau and Peter found that both the user beliefs and attitudes had significant positive relationships with behavioral intention and that behavioral intention accurately predicted the actual use of learning objects. Kay and Knaack (2008) aimed to develop and assess a multicomponent model for evaluating learning objects. A sample of 1113 middle and secondary students, 33 teachers, and 44 learning objects was used to test this model.…”

“…As presented in the review of the literature, research has revealed that learning objects are useful tools to support teaching and learning (Elliott and Sweeney, 2008;Francis and Murphy, 2008;Kay and Knaack, 2008;Lau and Woods, 2008;Manea and Rutledge, 2008;Maniar, Garrison, Simms, and Bennett, 2007). This current study resulted in an internally consistent questionnaire by which teacher educators measure their students' perception of the use and merit of learning objects.…”

LOQES: Model for Evaluation of Learning Object

“…Coachrane (2005) tested a modified version of the MERLOT evaluation tool that looked at reusability, quality of interactivity, and potential for teaching, but only final scores are tallied, so the impact of separate components could not be determined. Finally, the reliability and validity of the MERLOT assessment tool has yet to be established [4]. Kay & Knaack (2005, 2007a) developed an evaluation tool based on a detailed review of research on instructional design.…”

“…Similarly, Downes considers that only resources that are shareable, digital, modular, interoperable and discoverable can be considered learning objects [Downes, 2004]. Kay & Knaack define Learning objects as "interactive web-based tools that support the learning of specific concepts by enhancing, amplifying, and/or guiding the cognitive processes of learners' [4]." Learning Objects are beneficial for learners as well as developers or instructors as it provides a customized environment for knowledge sharing and development of e-learning course module.…”