The characteristics of reusable learning objects that enhance learning: A case‐study in health‐science education

Abstract

We investigated the effectiveness of reusable learning objects (RLOs) when delivered in a workshop or released for self-study with groups of student-nurses studying chemistry. Analysis of examination results showed that the proportion of students answering chemistry questions correctly increased significantly in both the workshop and selfstudy cohorts following the introduction of the RLOs. In terms of the factors that supported learning, students rated functional characteristics, such as universal availability and control over learning, as more important than media characteristics, such as audionarration and interactivity. There was no correlation between ratings and the age of the respondent, their computer confidence or whether they studied alone or in the workshop. Similarly, design differences between individual RLOs did not appear to detract from learning. Data suggest that the sense of control and ownership of the learning process that RLOs afforded to the learners were the keys to their effectiveness. By reporting the attainment of study cohorts compared with non-intervention groups, exploring differential learning-contexts for RLO use and by providing empirical evidence of reuse, the study provides evidence which is underreported in the literature despite the wide uptake of learning object format.

Field-Testing Reusable Learning Objects Related to Sensory Over-Responsiveness

“…Formal instructional settings, such as nursing, pharmacy, and physician assistant professions, have reportedly been using RLOs with targeted learners due to shifts in discipline-wide curriculum practices that limit the time and exposure given to some topics (Lymn et al, 2008;Windle et al, 2011). It has been noted that "eLearning makes sense" in that it provides an opportunity to better target learners beyond normal constraints and is accessible any time and any place (Delf, 2013).…”

The Role of Reusable Learning Objects in Occupational Therapy Entry-Level Education

“…A RLO should be designed in alignment with a single instructional objective (Lymn et al, 2008;South & Monson, 2000;Windle et al, 2011 This objective lends itself well to demonstrating the RLO concept because it offers guidance to creating a specific learning activity upon which to construct the RLO.…”

“…RLOs have been implemented as instructional tools as a part of, or adjunctive to, nursing, pharmacy, and physician assistant formal education programs (Lymn et al, 2008;Windle et al, 2011), but there is a lack of published literature documenting the implementation of RLOs into the broader rehabilitation sciences for entry-level education, especially in OT.…”

“…Of interest is that nursing, pharmacy, and physician assistant programs in the United Kingdom have been using RLOs in response to shifts in discipline-wide curriculum practices that limit the time and exposure given to some topics (Lymn et al, 2008;Windle et al, 2011). It has been noted that "eLearning makes sense" in that it provides an opportunity to target students more effectively beyond normal constraints, is accessible at any time and in any place, and is easily accommodated alongside full-time coursework as well as clinical training (Delf, 2013).…”

‘I can use things, but I can't make anything’: a qualitative exploration of team networks in the development and implementation of a new undergraduate e-compendium

“…Undergraduate online courses and e-compendiums are increasingly becoming commonplace and offer students' convenience, flexibility and empowerment over their learning (Lymn, Bath-Hextall, and Wharrad 2008;Wharrad et al 2001;Windle et al 2011). Undergraduate nursing students have reported satisfaction with such online learning materials (Mancuso-Murphy 2007;Korhonen and Lammintakanen 2005).…”