Exploring Teachers Perceptions of Web-Based Learning Tools

Abstract

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...

Teaching and Learning Mathematics Through Web-Based Resource: An Interactive Approach

“…It proves that students are satisfied and interested with teaching and learning using web-based resources. This finding is similar to the results obtained by (Kay, Knaack, & Petrarca, 2009) who found that the students' performances increased significantly (almost by 40%) when they use web resources.…”

Developing Web-Based Learning Resources in School Education: A User-Centered Approach

“…A closer look at the research literature shows that the concept of WBLR is similar to the term "Web-based learning tools", also referred to as "learning objects", found in Knaak, (2005, 2008) and Kay, Knaak, and Petrarca (2009). The term is defined as "interactive Webbased tools that support learning by enhancing, amplifying, and guiding the cognitive processes of learners."…”

Pre-Service Teachers Use E-learning Technologies to Enhance Their Learning

“…A few participants indicated prior knowledge of teaching best practices, but overall, participants cited the e-learning experiences as complementary best practice for beginning teacher educators. The improved planning and implementation skills reflect the findings of Alger andKopcha (2009), Downey (2008), Kay, Knaack, andPetrarca (2009), Shepherd andHannafin (2008), Snoeyink (2010), andYeh (2007). Participants reported improved lesson planning, improved lesson implementation, visual interpretations of best practices, modeling, and peer and university instructor feedback as successes of the e-learning project.…”