A learning object repository in support of introductory IT courses

Abernethy, Ken; Treu, Kevin; Piegari, George; Reichgelt, Han

doi:10.1145/1095714.1095766

Cited by 8 publications

(5 citation statements)

References 2 publications

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“…LORs are recognized as applications of information technology in the education area (Abernethy et al, 2005). In the information technology area, there are several theoretical models to explain the behavior of user acceptance of new technologies.…”

Section: Literature Reviewmentioning

confidence: 99%

Factors affecting faculty use of learning object repositories

Hong

2015

The Electronic Library

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Purpose – The purpose of this study was to identify factors that motivate or impede faculty use of learning object repositories (LORs). The unified theory of acceptance and use of technology (UTAUT) served as the theoretical framework for this study. Design/methodology/approach – The study used both quantitative and qualitative approaches to explore two research questions relating to factors affecting faculty use of LORs. Research subjects were faculty users in two- or four-year colleges or universities from two LORs: Orange Grove and Wisconsin Online Resource Center (Wisc-Online). Two phases of the study were conducted. Phase I of the study collected data by semi-structured interviews, and data were analyzed by a content analysis method. Based on the results of Phase I, Phase II collected data by a survey instrument, and data were analyzed by descriptive statistics and analysis of variance. Findings – The study identified 22 factors as motivators for faculty use of LORs and 13 factors as barriers for faculty use of LORs. Research limitations/implications – The research policies of Orange Grove and Wisc-Online limited the selection of study participants. Lack of a random sample and a small sample size limited the generalizability of the results and findings of the study. However, as an exploratory research, the results and findings of the study are still valuable for LOR builders and managers to get a better understanding of factors affecting faculty use of LORs, and to develop strategies to recruit more faculty members to use LORs. Practical implications – The findings and results of the study can inform designers and managers of LORs about what positively or negatively influences faculty use of LORs, and serve as a basis to develop strategies to recruit faculty members to use LORs. Originality/value – First, this study identified the factors that motivate or impede faculty use of LORs from actual faculty users’ perspectives, so these factors more accurately reflect LORs’ values to faculty in teaching and course design and the barriers for faculty use of LORs in a practical environment. Second, this study is among the first known to explore these factors using UTAUT as the theoretical framework, and the results of the study also validate UTAUT in the context of faculty use of LORs.

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Section: Literature Reviewmentioning

confidence: 99%

Factors affecting faculty use of learning object repositories

Hong

2015

The Electronic Library

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“…It is of note that LOs are particularly appropriate for the teaching of IT [18], as the field is both dynamic and young; as such, suitable textbooks are not always available. Online, accessible materials compete well.…”

Section: Lom and Reusementioning

confidence: 99%

“…Fixed categories will be used, drawn from the IEEE LOM Standard [17]: these include 'description' tags, granting authors some flexibility in their mark-up. It is essential to ensure that these packaged LOs are optimized for reuse and repurposing [18]. A related task is to build an AnnAnn.Net client which allows access to and editing of this metadata.…”

Section: Lom and Reusementioning

confidence: 99%

AnnAnn and AnnAnn.Net: Tools for Teaching Programming

Hooper¹,

Carr²,

Davis³

et al. 2007

JCP

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It is difficult for a student to learn about programs and to understand the rational that went into the development of the parts that led to the whole. Tools for explaining this essentially dynamic process are limited and typically static in nature, making it difficult for students to understand how it was developed, or where to start. This paper presents AnnAnn.Net, an animated code annotator which makes it possible to present the incremental development of code to large groups or for self study. The tool is designed for ease of use by both lecturers and students. The implementation and the ration for which are described in detail. The design of the system is underpinned by a sound pedagogical approach and these are discussed, along with the educational benefits of this approach are examined.

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“…Outcome based objectives are an integral part of the ABET (Accreditation Board for Engineering and Technology) accreditation guidelines. The literature supporting information technology education (Aasheim, Lee, & Reichgelt, 2005;Dark, Ekstrom, & Lunt, 2005;Hazem et al, 2004;Said et al, 2004;Stockman, Chaytor, et al, 2004;Stockman, Christopherson, Said, & Nyland, 2004) and supporting using outcome based objectives (Abernethy, Treu, Piegari, & Reichgelt, 2005;Longenecker Jr. & Feinstein, 2005 ) to define the graduating student, then the specific requisite knowledge, skills, and abilities (KSA's) of the student's primary focus area. A graduate of the program should have specific sets of KSA's spread across the curricula.…”

Section: Introductionmentioning

confidence: 99%

A Curriculum Model Based on the SIGITE Guidelines

et al. 2006

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Executive SummaryThis paper describes the process used by the Computer Information Technology Department at PUC (Purdue University Calumet) during a major curriculum review and revision to implement the curriculum model developed by the SIGITE Curriculum Committee (Curriculum, 2005). The process was based on the learning outcomes set forth by the SIGITE curriculum model and the result is a structure that could be used to build IT majors around the recommended IT core courses with the individual majors, which could be highly customizable and flexible. The curriculum allows for a primary track and a complementary secondary track built during the third and the fourth years of the student's study. This is a flexible and easy to maintain curriculum, which allows changes without major curriculum overhaul.

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A learning object repository in support of introductory IT courses

Cited by 8 publications

References 2 publications

Factors affecting faculty use of learning object repositories

Factors affecting faculty use of learning object repositories

AnnAnn and AnnAnn.Net: Tools for Teaching Programming

A Curriculum Model Based on the SIGITE Guidelines

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