Addressing the eLearning Contradiction: A Collaborative Approach for Developing a Conceptual Framework Learning Object

MacDonald, Colla J.; Stodel, Emma J.; Thompson, Terrie Lynn; Muirhead, Bill; Hinton, Chris; Carson, Brad; Banit, Erin

doi:10.28945/412

Cited by 18 publications

(49 citation statements)

References 18 publications

(9 reference statements)

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“…At least five key observations are worth noting with respect to methods used to evaluate WBLT s. First, the majority of evaluation papers focus on only one WBLT (Adams et al, 2004;Bradley & Boyle, 2004;Kenny et al, 1999;Krauss & Ally, 2005;MacDonald et al, 2005). It is difficult to determine whether the evaluation tools used for a single WBLT generalize to the full range of WBLT s that are available.…”

Section: Overviewmentioning

confidence: 99%

“…Second, sample populations tested in many studies have been noticeably small and poorly described (e.g., Adams et al, 2004;Cochrane, 2005;Krauss & Ally, 2005;MacDonald et al, 2005;Van Zele et al, 2003) making it challenging to extend any conclusions to a larger population. Third, while many evaluation studies reported that students benefited from using WBLT s, the evidence is based on loosely designed assessment tools with no validity or reliability (Bradley & Boyle, 2004;Howard-Rose & Harrigan, 2003;Kenny et al, 1999;Krauss & Ally, 2005; LopezMorteo & Lopez, 2007;Schoner, Buzza, Harrigan, & Strampel, 2005;Vacik, Wolfslehner, Spork, & Kortschak, 2006;Van Zele et al, 2003;Vargo, Nesbit, Belfer, & Archambault, 2002).…”

Section: Overviewmentioning

confidence: 99%

“…Second, a wide range of WBLT s exist including drill-and-practice assessment tools (Adams, Lubega, Walmsley, & Williams, 2004) or tutorials (Nurmi & Jaakkola, 2006), video case studies or supports (Kenny, Andrews, Vignola, Schilz, & Covert, 1999;MacDonald et al, 2005), general web-ba sed multimedia resources (Van Zele, Vandaele, Botteldooren, & Lenaerts, 2003), and selfcontained interactive tools in a specific content area (Bradley & Boyle, 2004;Cochrane, 2005). Furthermore, in contrast to other learning technologies burdened with implementation challenges and costs, WBLT s are readily accessible over the Internet and teachers need not worry about excessive costs or not having the latest version (Wiley, 2000).…”

Section: The Role Of Wbltsmentioning

confidence: 99%

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Exploring Teachers Perceptions of Web-Based Learning Tools

Kay

Knaack

Petrarca

2009

IJELL

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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...

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Section: Overviewmentioning

confidence: 99%

Section: Overviewmentioning

confidence: 99%

Section: The Role Of Wbltsmentioning

confidence: 99%

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Exploring Teachers Perceptions of Web-Based Learning Tools

Kay

Knaack

Petrarca

2009

IJELL

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“…Bireysel öğrenme hızını ayarlayabilen öğrenciler, bilgiyi alma ve gerçek hayat ile ilişkilendirme için de vakit bulurlar (MacDonald, Stodel & Thompson, 2005). Öğrenme nesnelerinin çok önemli bir özelliği olarak 412abul edilen "tekrar kullanılabilirlik" öğrenme sürecinin uygulama basamağında kapsamdan bağımsız bir şekilde geçerliliğini sürdürmektedir (Jones, 2005;Karaman, 2015).…”

Section: öğRenme Nesneleriunclassified

Matematik öğretmen adaylarının üç boyutlu modelleme programı ile öğrenme nesneleri geliştirme süreçlerinin incelenmesi

Taştı¹,

Avcı²,

Yalçinalp³

2015

International Journal of Social Sciences and Education Research

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“…According to MacDonald et al (2005), "There is little incentive for professors to devote the hours required to design technology-based resouces when their teaching scores, with traditional delivery methods suffice to obtain tenure and promotion. Further, professors may feel that their time is better spent securing research grants and publishing" (p. 80).…”

Section: Contributions and Limitationsmentioning

confidence: 99%

A Longitudinal Comparative Study of Student Perceptions in Online Education

Mortagy

Boghikian-Whitby

2010

IJELL

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This paper, a subset of a larger experimental longitudinal study, compared students' perceptions over-time of an e-learning environment. This paper includes an investigation of eight beliefs corresponding to three main categories; course activities, interactions with instructors, and interactions with other students. Both face-to-face and online students' perceptions were measured over eight years, in a course designed using Chickering's Seven Principles of Good Practices and the constructivist approach to course activities. The study found that there was a change over time in students' perceptions and that the students included in the study were satisfied with course activities and interactions with other students. Additionally, the data indicates that online students believe faculty have high expectations and are available to interact, communicate, and present quality feedback to students. The findings of the paper support the opinion that in order to ensure a return on student's online education investment, colleges and universities should consider following research-based validated frameworks and benchmarks during the planning, designing, delivering, and assessing of online education. The success of an online course depends on effective course design using a student-centered model, delivery, and assessment.

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Addressing the eLearning Contradiction: A Collaborative Approach for Developing a Conceptual Framework Learning Object

Cited by 18 publications

References 18 publications

Exploring Teachers Perceptions of Web-Based Learning Tools

Exploring Teachers Perceptions of Web-Based Learning Tools

Matematik öğretmen adaylarının üç boyutlu modelleme programı ile öğrenme nesneleri geliştirme süreçlerinin incelenmesi

A Longitudinal Comparative Study of Student Perceptions in Online Education

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