Learning objects: weapons of mass instruction

Butson, Russell

doi:10.1046/j.0007-1013.2003.00359.x

Cited by 27 publications

(23 citation statements)

References 1 publication

(1 reference statement)

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“…The biggest problems are related to the flawed and outdated views of knowledge, learning and teaching that are underlying the majority of LO implementations (see e.g. Lambe, 2002;Butson, 2003;Parrish, 2004;Nurmi & Jaakkola, 2005. There is also a clear lack of empirical evidence on the effectiveness and usefulness of LOs, which nevertheless has not reduced the enthusiasm towards LOs.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of learning objects in various instructional settings

Nurmi

Jaakkola

2006

Learning, Media and Technology

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Section: Introductionmentioning

confidence: 99%

Effectiveness of learning objects in various instructional settings

Nurmi

Jaakkola

2006

Learning, Media and Technology

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“…Web-based learning tools (WBLT s), also referred to as learning objects in the literature, are defined in this study as "interactive web-based tools that support learning by enhancing, amplifying, and guiding the cognitive processes of learners" (Agostinho, Bennett, Lockyer, & Harper, 2004;Butson, 2003;McGreal, 2004;Parrish, 2004;Wiley, et al 2004). WBLT s offer two noteworthy features that can reduce the impact of potential obstacles teachers face when using technology.…”

Section: The Role Of Wbltsmentioning

confidence: 99%

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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“…However, Butson (2003) stresses that technology is limited in helping learners to understand how to think. Romiszowski (2004) views e-learning as presenting an entirely new learning environment for students, thus requiring a different skill set to be successful.…”

Section: Issues In E-learningmentioning

confidence: 99%

E‐Learning in Kenyan Universities: Preconditions for Successful Implementation

Tarus

Gichoya

2015

E J Info Sys Dev Countries

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In recent years, there has been significant growth in the use of e-learning in Kenyan universities. However, despite this growth, universities in Kenya are still experiencing implementation challenges towards full utilization of e-learning. The purpose of this study was to investigate and analyze the preconditions necessary for successful implementation of e-learning in Kenyan universities. Data was collected through questionnaires and in-depth interviews from 525 respondents comprising of university management, e-learning support staff, lecturers and students who are currently using e-learning in blended mode approach in three leading Kenyan universities. The findings reveal that successful implementation of elearning was dependent on three categories of preconditions namely technological components, organizational components and pedagogical components. An implication of this study is that implementation of e-learning in Kenyan universities requires the blending of these three broad components necessary for successful implementation of e-learning. These findings are significant in that it will widen the frontiers of knowledge and provide more insights on implementation of e-learning in Kenyan universities.

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Learning objects: weapons of mass instruction

Cited by 27 publications

References 1 publication

Effectiveness of learning objects in various instructional settings

Effectiveness of learning objects in various instructional settings

Exploring Teachers Perceptions of Web-Based Learning Tools

E‐Learning in Kenyan Universities: Preconditions for Successful Implementation

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