Design, Development, and Validation of Learning Objects

Nugent, Gwen; Soh, Leen-Kiat; Samal, Ashok

doi:10.2190/9bf6-1kbl-y3cx-6qxg

Cited by 21 publications

(12 citation statements)

References 11 publications

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“…The finding of this study contributes to an understanding of engineering students' experiences, and opinion of undertaking technology in mathematics classes. The literature indicated the effectiveness of using technology as a learning tool to develop students' motivation and mathematics achievement (Ng & Gunstone, 2002;Nugent, Soh, & Samal, 2006;Shyu, 2000). However, the level of acceptance and competence in using these tools, fall largely upon the students and the instructors.…”

Section: Conclusion and Suggestionmentioning

confidence: 99%

“…Even though, the ICT may promote educational change (Woodrow, 1987), the effective use of technology is truly dependent on the classroom teachers (NCTM, 2008) and how students can access to the new technologies and encourage to use them as learning tools. Several studies indicated that using technology effectively as a learning tool improves students' mathematics achievement and motivates students to learn mathematics and science (Tarmizi, Ayub & Bakar, 2008;Ng & Gunstone, 2002;Nugent, Soh, & Samal, 2006;Shyu, 2000). Further, it is important that students and teachers have suficient skills in productively using and working with ICT.…”

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confidence: 99%

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Utilization of Information and Communication Technologies in Mathematics Learning

Saadati

Tarmizi

Ayub

2014

Journal. Math. Edu.

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Attention to integrate technology in teaching and learning has provided a major transformation in the landscape of education. Therefore, many innovations in teaching and learning have been technology-driven. The study attempted to examine what is engineering students' perception regarding the use of Information and Communication Technologies (ICT) in mathematics learning as well as investigate their opinion about how ICT can be integrated to improve teaching and learning processes. The subjects were Iranian engineering students from two universities. The finding showed they are fully aware of importance of ICT in teaching and learning mathematics. Whilst, they were feeling comfortable and confident with technology, they do not have more experience of using technology in mathematics classes before. The findings supported the other studies, which indicated the potentials of ICT to facilitate students' learning, improve teaching, and enhance institutional administration as established in the literature. AbstrakPerhatian untuk mengintegrasikan teknologi dalam proses belajar mengajar telah memberikan transformasi besar dalam dunia pendidikan. Oleh karena itu, banyak inovasi dalam proses belajar mengajar yang telah berbasis teknologi. Penelitian ini berusaha untuk melihat bagaimana persepsi mahasiswa tehnik tentang penggunaan Teknologi Informasi dan Komunikasi (TIK) dalam pembelajaran matematika serta menyelidiki pendapat mereka tentang bagaimana TIK dapat diintegrasikan untuk meningkatkan proses belajar mengajar. Subyek dalam penelitian ini adalah mahasiswa teknik asal Iran yang berasal dari dua universitas. Temuan ini menunjukkan bahwa mereka sepenuhnya menyadari pentingnya TIK dalam proses belajar mengajar matematika. Selain itu, mereka juga merasa nyaman dan percaya diri dengan teknologi, mereka tidak memiliki pengalaman yang lebih dalam penggunaan teknologi di kelas matematika sebelumnya. Temuan ini mendukung penelitian lain yang menunjukkan potensi TIK dalam memfasilitasi belajar siswa, meningkatkan pengajaran, dan administrasi kelembagaan sebagaimana yang ditetapkan dalam literatur.Kata Kunci: Teknologi, Pembelajaran Matematika, Facebook, Sikap Terhadap ICT In this decade the use of computers and technology have grown tremendously in all aspects of our life specially in education. For the past decades, attention to integrate computer and technology has increased, especially in the education system. Although, finding appropriate pedagogical methods are required to cope with these new challenges in educational instituations (Hakkarainen et al., 2000).Since, the new information and communication technologies (ICT) have being properly skilled and used, they could performance an principal tools for improving students' skills specially by collaborating and working productively with knowledge. In general, these tools have effective role on

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Section: Conclusion and Suggestionmentioning

confidence: 99%

mentioning

confidence: 99%

Utilization of Information and Communication Technologies in Mathematics Learning

Saadati

Tarmizi

Ayub

2014

Journal. Math. Edu.

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“…Major strengths cited were reusability, ease of updates and content management, customization, interoperability, and overall flexibility. Research on LOs has also verified their instructional value [4,17].…”

Section: Technology-based Learning Platformsmentioning

confidence: 99%

Renaissance computing

Soh

Samal

Scott

et al. 2009

Proceedings of the 40th ACM Technical Symposium on Computer Science Education

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We report on a recently funded project called Renaissance Computing, an initiative for promoting student participation in computing. We propose a radical re-thinking not only of our core curriculum in CS, but of the role of CS at the university level. In our conception, -computational thinking‖ is neither easily separated from other endeavors nor easily balkanized into a single department. We thus imagine a CS curriculum that is inextricably linked to other domains. Our proposed initiative covers introductory, depth, and capstone courses, targeting both CS majors and minors. It is also aimed to develop interdisciplinary CS courses in sciences, engineering, arts, and humanities. Furthermore, the framework embraces collaborative learning to help improve learning.

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“…Research has documented the instructional effectiveness of learning objects (Guy & LownesJackson, 2012;Kay, 2014;Nugent, Soh, & Samal, 2006;Tallmadge & Chitester, 2010) but little is known about their learning impact when used to meet different instructional objectives and when used in different learning contexts. The purpose of this study was to explore the learning impacts of learning objects packaged into online modules and used in different learning contexts.…”

Section: Introductionmentioning

confidence: 99%

Learning from Online Modules in Diverse Instructional Contexts

Nugent

Kohmetscher

Namuth-Covert

et al. 2016

IJELL

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Learning objects originally developed for use in online learning environments can also be used to enhance face-to-face instruction. This study examined the learning impacts of online learning objects packaged into modules and used in different contexts for undergraduate education offered on campus at three institutions. A multi-case study approach was used, examining learning impacts across a variety of course subjects, course levels (introductory and advanced undergraduate), student levels (undergraduate and graduate), and instructional goals (i.e., replacement for lecture, remediation). A repeated measures design was used, with learning data collected prior to viewing the online module, after completion of the module, and at the end of the semester. The study provided a broad examination of ways that online modules are typically used in a college classroom, as well as measured learning effectiveness based on different instructional purpose and usage contexts. Results showed the effectiveness of the modules in serving as a substitute for classroom lecture, remediation of course prerequisite material, introduction to content with follow-up lab practice, and review for final exams. In each of these cases, the use of the modules resulted in significant learning increases, as well as retention of the learning until the end of the semester.

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Design, Development, and Validation of Learning Objects

Cited by 21 publications

References 11 publications

Utilization of Information and Communication Technologies in Mathematics Learning

Utilization of Information and Communication Technologies in Mathematics Learning

Renaissance computing

Learning from Online Modules in Diverse Instructional Contexts

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