A Systematic Evaluation of Learning Objects for Secondary School Students

Abstract

Empirical research evaluating the effectiveness of learning objects is noticeably absent. No formal research has been done on the use of learning objects in secondary schools. The purpose of this study was to evaluate the use of learning objects by high school students. The evaluation metric used to assess benefits and quality of learning objects was theoretically sound, reliable, and partially validated. Overall, two-thirds of the students stated they benefitted from using learning objects. Students benefitted more if they were comfortable with computers, the learning object had a well organized layout, the instructions were clear, and the theme was fun or motivating. Students appreciated the motivational, interactive, visual qualities of the learning objects most. Computer comfort was significantly correlated with learning object quality and benefit. Younger students appeared to have less positive experiences than their older counterparts. There were no gender differences in perceived benefit or quality of learning objects, with one exception. Females emphasized the quality of help features significantly more than males.

Investigating the Use of Learning Objects for Secondary School Mathematics

“…The constructs selected were based on a thorough review of the literature (Kay & Knaack, 2007a, 2007b. The scale showed good reliability (0.78 to 0.89), face validity, construct validity, convergent validity, and predictive validity (see Kay & Knaack, in press).…”

“…While the design, development, reuse, and accessibility of learning objects has been examined in some detail for almost 10 years (Kay & Knaack, 2007a, 2007b, research on the effectiveness and usefulness of learning objects is limited, particularly in the area of secondary school mathematics (Kay & Knaack, 2007c;Lopez-Morteo & Lopez, 2007).…”

Effectiveness of Learning Objects in Primary School Social Studies Education: Achievement, Perceived Learning, Engagement and Usability

“…Öğrenciler özellikle öğrenme nesneleri ile sağlanan görsel destekten hoşlanmaktadırlar. Benzer sonuçlar daha önce yapılan çalışmalarda da rapor edilmiştir (Baki ve Çakıroğlu, 2010;Kay ve Knaack, 2007a, 2007b, 2009Lowe ve diğerleri, 2010;Schibeci ve diğerleri, 2008). Yapılan araştırma sonuçlarının büyük çoğunluğu bilgiyi yapılandırmada ve bilişsel becerilerin gelişiminde etkileşimin anahtar faktör olduğunu göstermektedir (Evans ve Gibbons, 2007;Mayer ve Chandler, 2001;Schaffer ve Hannafin, 1986).…”

“…Öğrenme nesnelerinin yükseköğretim ortamlarındaki öğrenme ve öğretme sürecine olumlu katkılarını gösteren bazı çalışmalar bulunmaktadır (Bradley ve Boyle, 2004;Cochrane, 2005;Lim, Lee ve Richards 2006;Santally ve Alain, 2006;Schoner, Buzza, Harrigan ve Strampel, 2005). Öğrenme nesnelerinin orta (Akpinar ve Bal, 2006;Liu ve Bera, 2005;Nurmi ve Jaakkola, 2006) ve ilköğretim fen bilgisi sınıflarında (Kay, 2012;Kay ve Knaack, 2007a, 2007bLowe, Schibeci, Cummings, Phillips ve Lake, 2010) kullanımı üzerine çok az çalışma yayınlanmıştır. Fakat öğrenme nesnelerinin ilköğretim öğrencilerinin akademik başarıları üzerine etkisini inceleyen sistematik araştırmalar çok sınırlıdır (Yarar-Kaptan ve Şeyihoğlu, 2011).…”

Hizmet-içi Öğretmenlerin Bakış Açısından Bir Öğrenme Nesnesinin Tanımı

“… definitions and meanings of LO (Wiley, 2004;McGreal, 2004),  perceptions of teachers towards learning object based instruction (Gurer, 2013),  repositories (Lovin, & Branch, 2003;Najjar, Ternier, & Duval, 2004;Caris, 2004;Karaman, 2005),  social-cultural attitudes towards collaboration and sharing of learning objects (Littlejohn, 2005),  design and development of LOs (MacDonald et al, 2004),  metadata standards (Downes, 2004), evaluation (Kay, & Knaack, 2007a),  creation of LOs (Jessup Stephanie, 2007),  effectiveness of LOs (Akpınar, & Simsek, 2007;Türel, 2008).…”